assessment: course four column - compton college

Compton: Course SLOs (Div 2) - Business - Management & Marketing

SPRING 2015Assessment: Course Four Column

COM: BUS 17:Personal Finance

Course SLO Assessment MethodDescription Assessment Data & Analysis Actions

SLO #1 Develop Financial Goals -Students learn how to develop shortand long-term goals and create abudget to achieve life goals.

Course SLO Assessment Cycle: 2014-15 (Spring 2015)

Course SLO Status: Active

Input Date: 05/15/2015 Standard and Target for Success:The target for success is 69% of thestudents would receive a grade of"C" or better on their test. It isexpected that the target of successwill be met.

Faculty Assessment Leader: DovardRossFaculty Contributing to Assessment:NoneReviewer's Comments:

null.courseAction: [1] I plan toteach the interrelations betweentheir (student's) goals and usingthe Time Value of Money toaccurately track their investments.[2] Ensure students understandgoal setting and budget planning.(12/06/2015)Action Category: TeachingStrategiesnull.courseAction: I plan tothoroughly show the studentshow to develop short and long-term goals and create a budget toachieve life goals. I will also usesupplemental materials becausesome student will not havetextbooks. (10/26/2015)Action Category: TeachingStrategiesnull.courseAction: Thoroughlyexplain the relationship betweenusing Time Value of Money tablesand achieving financial success.Teaching students the benefits ofusing the Personal Budget as the

Semester and Year Assessment Conducted: 2014-15(Spring 2015)Standard Met? : Standard Met5/6/2015 - Fourteen students completed the assessment(final exam) and seventy-one percent of the studentsreceived scores greater than 69 points.

Grading scale: : A=100 to 90 [Far exceeds the standard;B=89 to 79 [Exceeds the standard]; C=78 to 69 [Met thestandard]; D=68 to 59 [Barely met the standard]; F= Below59 [Did not meet the standard.]

Grade Distribution:One student earned an A = 100% - 90%; Six students earneda B = 89% - 79%; Three students earned a C 78% - 69%; Fourstudents earned a F = Less than 69%

Summary:As in many classes, the students that failed are the samestudents who did not have textbooks. Also, the class metonce a week on Saturday morning; and these same studentwere absent or late coming to class. (05/04/2015)

Essay/Written Assignment - Thisassessment tests the student’sknowledge of developing financialgoals. In a written report, studentswill expressed how to develop shortand long-term goals and create abudget to achieve life goals.

10/28/2015 of 7Generated by TracDat® a product of Nuventive


foundation of a good personalfinancial plan. (10/26/2015)Action Category: TeachingStrategiesnull.courseAction: I retain a copyof the textbook in the campuslibrary; because I have had thisproblem of students not havingtextbooks in other classes.

This lack of textbook anomalyshould be addressed by thecollege. I am aware thatarrangements can be made bycolleges and publishers thattextbook material can be providedas part of the course.(02/07/2015)Action Category: Program/CollegeSupport

SLO #2 Develop Financial Plans -Students learn how to developfinancial plans that assist in buildingfinancial security at retirement andother major life stages; understandinvestment options; and how toanalyze and choose appropriateinvestments including stocks, bonds,and real estate.



Input Date: 05/15/2015

Standard and Target for Success:The target for success is 69% of thestudents would receive a grade of"C" or better on their simulatedinvestment portfolios. It is expectedthat the target of success will bemet.

Faculty Assessment Leader: DovardRossFaculty Contributing to Assessment:

null.courseAction: Because thetextbook is rather expensive, I willprovide chapter slidepresentations and course note inthe Etudes Class ManagementSystem. I will begin additionalTime Value of Money exercises foreach chapter. (08/28/2015)Action Category: TeachingStrategies



Grade Distribution:One student earned an A = 100% - 90%; Six students earneda B = 89% - 79%; Three students earned a C 78% - 69%; Fourstudents earned a F = Less than 69% (05/04/2015)

Presentation/Skill Demonstration -The student will exhibit sufficientability and skills in using the TimeValue of Money tables in planningfuture growth of their variousinvestments.



Reviewer's Comments:

Faculty Assessment Leader: DovardRossFaculty Contributing to Assessment:Reviewer's Comments:




SLO #3 Financial Impacts on Life -Students learn the basic concepts offinancial management, examine howpersonal financial decisions integratewith social and economic influences,and recognize how moneymanagement affects a person’spsychological and physiological well-being.



Input Date: 05/15/2015Standard and Target for Success:The target for success is 69% of thestudents would receive a grade of"C" or better on their simulatedinvestment portfolios. It is expectedthat the target of success will bemet.

Faculty Assessment Leader: DovardRoss

null.courseAction: I will subscribeto several financial periodicalsthat will assist the students inlearning how economicconditions, i.e. inflation anddeflation will impact their financialplanning. (05/06/2015)Action Category: TeachingStrategies




Multiple Assessments - First,students will develop their personalfinancial statements, setting realisticfinancial goals, and enter TMVcalculations. Second, createexecutable personal budgets,personal balance sheets, and cashflow statement that will be usedduring the semester. Thesestatements are part of their PersonalFinancial Plans.



Faculty Contributing to Assessment:Reviewer's Comments:


COM: BUS 24:Intro Small Bus Entrprenurshp


SLO #2 Critical Analysis - Students willuse Strength Weakness OpportunityThreat (SWOT) and other analyses toidentify common problems andchallenges facing organizations andidentify strategies that will help theorganization overcome thechallenges.




Standard and Target for Success:The target for success is 70% of thestudents would receive a grade of"C" or better on their SWOT analysis.It is expected that the target ofsuccess will be met.


null.courseAction: Because theSWOT analysis is a maincomponent in the SLO# and anextremely important businesstactic, I will take more timeexplaining each component of aSWOT analysis, In addition, I planto provide the students withouttextbooks, handouts explainingthe SWOT analysis. (10/26/2015)Action Category: TeachingStrategies

Semester and Year Assessment Conducted: 2014-15(Spring 2015)Standard Met? : Standard Not MetStudents were given a case study that involves a fictitiouscompany that intends to introduce a new product into themarketplace. This activity requires the execution of a SWOTanalysis.

Eighteen of twenty-nine students received a grade "C" orbetter, which is sixty-two percent of the class. Thebreakdown is as follows:* Three "As" : Five "Bs" ; Ten "Cs" ; Nine "Fs"* The students who were not successful in this assignment,and subsequently did not pass the course, were thestudents that did not have textbooks and came to class lateor were absent. (05/08/2015)

Case Study - Students will be given acase study that involves a fictitiouscompany that intends to introduce anew product into the marketplace.This activity requires the executionof a SWOT analysis.

SLO #3 Integrated Planning -Students will analyze and expresshow all aspects of an organization(marketing, accounting, operations,human resources etc.) interrelate tosupport the goals of the business.




Standard and Target for Success:The target for success is 70% of thestudents would receive a grade of"C" or better on their assignment. Itis expected that the target of successwill be met.


null.courseAction: I will take adifferent approach wherebystudents will represent thefunctional departments in anorganization; and role play theirfunctional responsibilities. In thisway for example, the students willfirmly understand theinterrelationship betweendepartments. (05/05/2014)Action Category: TeachingStrategiesnull.courseAction: An importantfacet for business students tounderstand the interrelations

Semester and Year Assessment Conducted: 2014-15(Spring 2015)Standard Met? : Standard Not MetEighteen of twenty-nine students received a grade "C" orbetter, which is sixty-two percent of the class. Thebreakdown is as follows:* Three "As" : Five "Bs" ; Ten "Cs" ; Nine "Fs"* The students who were not successful in this assignment,and subsequently did not pass the course, were thestudents that did not have textbooks and came to class lateor were absent. (05/08/2014)

Presentation/Skill Demonstration -Students will chart, document, andmulti-media present (to the class)the interrelations between thefunctional areas of an organizationwhen a new service or product is tobe launched.



between the functionaldepartment when a idea to launcha new business, product orservice. I plan to thoroughlyexplain each functionaldepartment's role in the entireprocess. I will supplement the textwith handouts if necessary.(05/02/2014)Action Category: TeachingStrategies


COM: BUS 25:Introduction to Business

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assessment: course four column - compton college

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