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Closing The Loop: Development Of A Dashboard For Quality Improvement Of Business Education Programs, Alicia Iriberri, Donald N. Stengel
Closing The Loop: Development Of A Dashboard For Quality Improvement Of Business Education Programs, Alicia Iriberri, Donald N. Stengel
International Journal for Business Education
Business schools continuously improve their processes and program assessment activities, but fall short in achieving faculty's awareness of process steps and disseminating results to inform and trigger continuous improvement actions. The assessment process of the Craig School of Business at California State University, Fresno had worked well. It evaluated student learning of core competencies of its Business Administration degree programs. The assessment process had a sound set of program goals and student learning outcomes and metrics. Learning outcomes were measured semiannually, and reports were written annually. Assessment results consistently surpassed benchmarks. Still, the assessment process did not effectively disseminate results …
The Relationship Between Classified Difficulty And Implausible Distractors In Multiple-Choice Questions, J Alexander Smith, John R. Dickinson
The Relationship Between Classified Difficulty And Implausible Distractors In Multiple-Choice Questions, J Alexander Smith, John R. Dickinson
International Journal for Business Education
Published banks of multiple-choice questions are ubiquitous, the questions in those banks often being classified into levels of difficulty. The specific level of difficulty into which a question is classified might or should be a function of the question’s substance. Possibly, though, insubstantive aspects of the question, such as the incidence of incorrect answers that are readily dismissed, also affect the difficulty level into which a question is classified. The present research investigates the relationship between classified question difficulty and the incidence of implausible incorrect answer options.