Program: Accountancy (MAcc)
Degree: Master's
Date: Thu Oct 10, 2013 - 4:54:22 pm
1) Below are your program's student learning outcomes (SLOs). Please update as needed.
1. Students are able to communicate effectively orally and in writing. 2. Students effectively research accounting and tax issues. 3. Students are able to discuss the theoretical foundations of accounting (demand, institutional settings, uses). 4. Students are able to use accounting information as a basis for decision making.
2) Your program's SLOs are published as follows. Please update as needed.







3) Select one option:
- File (03/16/2020)
4) For your program, the percentage of courses that have course SLOs explicitly stated on the syllabus, a website, or other publicly available document is as follows. Please update as needed.





5) Did your program engage in any program assessment activities between June 1, 2012 and September 30, 2013? (e.g., establishing/revising outcomes, aligning the curriculum to outcomes, collecting evidence, interpreting evidence, using results, revising the assessment plan, creating surveys or tests, etc.)


6) For the period June 1, 2012 to September 30, 2013: State the assessment question(s) and/or assessment goals. Include the SLOs that were targeted, if applicable.
Shidler College of Business School of Accountancy Learning Goals: Master of Accounting Learning Goal 1: Students are able to communicate effectively orally and in writing. Objective 1: Students will speak effectively [ACC 660] Traits Rubrics Organization 0 = Inadequate organization and/or development 1 = Good organization and development 2 = Effective organization contributes to full development of argument Content: Appropriate and sufficient support of ideas 0 = Does not advance an argument with adequate support 1 = Advances argument with sound evidence and references 2 = Innovatively or expertly advances the argument with strong support Language 0 = Lack of language facility with frequent errors 1 = Good facility with language 2 = Presentation enhanced by facility in language use, range of diction, and syntactic variety Mannerisms 0 = Little eye contact is made with audience; distracting movements 1 = Appropriate eye contact is made with audience; no distracting movements 2 = Audience engaged through frequent eye contact and purposeful movement Objective 2: Students write an effective report [ACC 660] Traits Rubrics Organization 0 = Inadequate organization and/or development 1 = Good organization and development 2 = Effective organization contributes to full development of the report Content: Appropriate and sufficient support of ideas 0 = Does not advance an argument with adequate support 1 = Advances argument with sound evidence and references 2 = Innovatively or expertly advances the presentation with well-researched evidence and documentation Conclusion 0 = Missing or not supported by the arguments in the report 1 = Appropriate and supported conclusion 2 = Well supported and valid conclusion Learning Goal 2: Students effectively research accounting and tax issues [ACC 625] Traits Rubrics Students are able to identify relevant accounting and tax issues 0 = students are not able to articulate relevant accounting and tax issues 1 = students are able to articulate relevant accounting and tax issues 2 =students are able to articulate relevant accounting and tax issues in the context of the relevant law or authoritative literature. Students are able to demonstrate familiarity with electronic reference materials by locating and documenting the specific authorities that support an accounting or tax position 0 = student is unable to identify appropriate accounting or tax authoritative literature 1 = student is able to identify appropriate accounting or tax authoritative literature 2 = student is able to identify appropriate hierarchy of accounting or tax authoritative literature Students can research accounting issues using library and internet resources 0 = students undertake minimal research, relying primarily on a single source of information 1 = students undertake significant research, relying on multiple sources of information which they are able to summarize 2 = students undertake significant research, relying on multiple sources of information that they integrate in their analysis Learning Goal 3: Students are able to discuss the theoretical foundations of accounting (demand, institutional settings, uses) [ACC 660] Traits Rubrics Identify factors influencing demand for assurance services 0 = students are unable to identify factors influencing demand for assurance services 1 = students are able to identify factors influencing demand for assurance services 2 = students are able to draw conclusions about the future demand for assurance services Describe the role of the audit process in the information supply chain and in the functioning of capital markets 0 = students are unable to describe the role of the audit process in the functioning of capital markets 1 = students are able to describe the role of the audit process in the functioning of capital markets 2 = students are able to describe the role of the audit process in the functioning of capital markets as well as its effect on other market participants. Learning Goal 4: Students are able to use accounting information as a basis for decision- making [ACC 660] Traits Rubrics Students are able to describe the relationship between a firm’s business strategy and accounting method choice 0 = students are not able to describe the relationship between a firm’s business strategy and accounting method choice 1 = students are able to describe the relationship between a firm’s business strategy and accounting method choice 2 = students are able to describe the relationship between a firm’s business strategy and accounting method choice and explain the impact on the financial statement presentation. Students are able to identify the effect different accounting methods may have on financial statements 0 = students are not able to identify the effect different accounting methods have 1 = students are able to identify the effect different accounting methods have 2 = students are able to identify the effect different accounting methods have and make appropriate adjustments Students are able to conduct appropriate ratio analysis 0 = students can calculate the appropriate ratios but are unable to explain them. 1 = students can calculate the appropriate ratios and explain their individual meanings 2 = students can calculate the appropriate ratios and provide a cohesive conclusion about the company’s performance
7) State the type(s) of evidence gathered to answer the assessment question and/or meet the assessment goals that were given in Question #6.
Instructors determined if a sample of students met or exceeded learning objectives
8) State how many persons submitted evidence that was evaluated. If applicable, please include the sampling technique used.
4
9) Who interpreted or analyzed the evidence that was collected? (Check all that apply.)










10) How did they evaluate, analyze, or interpret the evidence? (Check all that apply.)







11) For the assessment question(s) and/or assessment goal(s) stated in Question #6:
Summarize the actual results.
13% didn't meet needs, 75% met needs, 12% exceeded needs
12) State how the program used the results or plans to use the results. Please be specific.
Results are disseminated to faculty. We will hold an assessment committee meeting to discuss how to drive improvement from the results
13) Beyond the results, were there additional conclusions or discoveries?
This can include insights about assessment procedures, teaching and learning, program aspects and so on.
as our accrediting body, the AACSB is refining and re-introducing its standards, they are looking for a more dynamic assessment program, including indirect measures and more evidence of using the results to drive continuance improvement. To achieve this, more involvement from career services and faculty will be required.