Author: Nicole Marie Sartin
EDU645: Learning and Assessment for the 21st Century
Ashford University, Clinton Ohio
Instructor: Dr. Bridget Griggs
September 30, 2013
Overview
Perhaps you don't need a business plan to start a hobby or network with a group of friends after work, but if you are deciding to develop a business in order to make money or produce a new product to market, then developing a business plan is an essential component for the venture. In business, anybody beginning or extending a venture that will consume significant resources of money, energy or time, and that is expected to return a profit should have some kind of a business plan. Today, there are several books and classes available to teach entrepreneurs the art of business plan writing. But how can you tell if students taking a course in business writing will be able to produce effective business plans upon graduation? As any educator will attest, one of the primary goals of education is to ensure that students are capable of completing tasks. That goal can be tested in many ways.
This research paper will outline a hypothetical assessment plan to measure the effectiveness of a lesson plan meant to teach students how to write a business plan. Furthermore, this paper will explain the selection of assessment context, evaluate a holistic rubric, and define the testing constraints. In the end, this paper will demonstrate the use of assessment tools to promote learner performance for just about any lesson geared towards teaching students a specific task.
Lesson Plan: Business Plan Writing 101
This course is module one of a Six-Module Business Diploma Program for students with a high school degree seeking further education in business administration. This course introduces the essential concepts of writing a business plan. Students achieve an understanding of the purpose of a business plan, how to write an effective business plan, and how to use it for the benefit of a company.
Learning Objectives:
• Assess the purpose of a business plan and its importance to an organization.
• Determine ways to use a business plan for the benefit of a company.
• Students will develop a hypothetical business plan.
Learning Outcome:
• Demonstrate an understanding of how to write a professional business plan which positively highlights a business for acceptance by investors.
Testing:
• Students will be asked to define the importance and functions of a business plan.
• Students will be tested on the components and structure of a business plan.
• Students will be tested on their ability to effectively write a business plan.
Hypothetical Assessment
Most educators would agree that learning often requires students to engage in problem-solving activities. Thus, knowledge can be attained not just by receiving information, but also by interpreting the information and relating it to the student's knowledge base. Therefore, what should be assessed is the learner's ability to organize, structure, and use information in context to solve complex problems. As Grant Wiggins, EdD, President and director of programs for Relearning by Design for students in New Jersey, said, "Assessment should be deliberately designed to improve and educate student performance, not merely to audit as most school tests currently do" (2013). In this hypothetical assessment, we will utilize standardized testing during the course and summative test at the end of the course with constraints.
Standardized Testing
During the course, students will be given two standardized tests consisting of true/false and multiple choice questions to test their knowledge of a professional business plan. Since standardized tests are administered and scored in a consistent, or "standard", manner and designed in such a way that the questions, conditions for administering, scoring procedures, and interpretations are also consistent, we will this type of assessment tool to ensure accuracy and consistency throughout the course.
Summative Testing
In an educational setting, summative assessments are typically used to assign students a course grade. Since summative assessments are purely evaluative and carried out at the end of a course or project, we will use summative testing to ensure the validity of learner performance. As a result, the summative test will act as a final measurement of learner performance upon completion of the course.
Testing Constraints:
A. Students will be given two standardized tests, each with a 90-minute time limit. Test questions will consist of true/false and multiple choices in order to demonstrate knowledge of a professional business plan. Tests will be administered throughout the course in class.
B. Students will be given a summative test upon the completion of the course. The test will ask students to write a hypothetical business plan based upon a specified scenario. Students will have two days to complete and submit the assignment.
By administering both standardized and summative testing along with the testing constraints, we can ensure high consistency and high reliability to yield a valid and accurate assessment of learner performance.
Holistic Rubric
Generally defined, a rubric is a multidimensional set of scoring guidelines that can be used to provide consistency in evaluating student work. (1994) Specially, they spell out scoring criteria so that multiple teachers, using the same rubric for a student's essay, for example, would arrive at the same score or grade. In this hypothetical assessment, we will use a Holistic Critical Thinking Rubric to score the final summative test of the student’s ability to write an effective business plan. In contrast to an analytic rubric, a Holistic Critical Thinking Rubric does not list separate levels of performance for each criterion. Instead, this holistic rubric assigns a level of performance by assessing performance across multiple criteria as a whole.
Below is a detailed outline of the Holistic Critical Thinking Rubric for this assessment:
4 = Consistently does all or almost all of the following:
• Accurately interprets evidence, statements, graphics, financials, questions, etc.
• Identifies the salient business concept (reasons and claims) pro and con.
• Thoughtfully analyzes and evaluates major alternative points of view.
• Draws warranted judicious, non-fallacious conclusions.
• Justifies key results and procedures, explains assumptions and reasons.
• Fair-mindedly follows where evidence and reasons lead.
3 = Does most or many of the following:
• Accurately interprets evidence, statements, graphics, financials, questions, etc.
• Identifies relevant business concept (reasons and claims) pro and con.
• Offers analyses and evaluations of obvious alternative points of view.
• Draws warranted non-fallacious conclusions.
• Justifies some results or procedures, explains reasons.
• Fair-mindedly follows where evidence and reasons lead.
2 = Does most or many of the following:
• Misinterprets evidence, statements, graphics, financials, questions, etc.
• Fails to identify strong business concept and relevant counter-arguments.
• Ignores or superficially evaluates obvious alternative points of view.
• Draws unwarranted or fallacious conclusions.
• Justifies few results or procedures, seldom explains reasons.
• Regardless of the evidence or reasons, maintains or defends views based on self-interest or preconceptions.
1 = Consistently does all or almost all of the following:
• Offers biased interpretations of evidence, statements, graphics, financials, questions, etc. information, or the points of view of others.
• Fails to identify business concept or hastily dismisses strong, relevant counter-arguments.
• Ignores or superficially evaluates obvious alternative points of view.
• Argues using fallacious or irrelevant reasons, and unwarranted claims.
• Does not justify results or procedures, nor explain reasons.
• Regardless of the evidence or reasons, maintains or defends views based on self-interest or preconceptions.
• Exhibits close-mindedness or hostility to reason.
Why use a Holistic Critical Thinking Rubric?
Holistic scoring requires focus and a fluid thought process. In any essay, presentation, or clinical practice setting many elements must come together for overall success: critical thinking, content knowledge, and technical skill or craftsmanship. (1994) Deficits or strengths in any of these can draw the attention of the rater. It is for this reason that the Holistic Rubric approach was chosen as the final assessment tool for this hypothetical analysis.
More importantly, this four-level Holistic Critical Thinking Rubric treats critical thinking as a set of cognitive skills supported by certain personal dispositions since the evaluation is based upon effectively writing a business plan. Thus, the assessment centers on evaluating the student’s ability to critically detail a business concept; outline financial highlights and requirements; outline the competition and defend the company’s potential for success despite a saturated market and list any achievements or strengths including marketing of new products. In other words, the student is not being evaluated on whether or not he/she understands the components of a professional business plan, but rather how well he/she leverage a professional business plan to strategically organize information which positively highlights the business for acceptance by investors. Critical thinking is not typically something that a standardized test can accurately measure. To reach a judicious, purposive judgment a good critical thinker engages in analysis, interpretation, evaluation, inference, explanation, and meta-cognitive self-regulation.
The best way to measure such critical cognitive skills is to employ a holistic critical thinking rubric. With this approach, an educator can be assured that students will meet the learning objective if they apply themselves properly.
Conclusion
As educators continue to teach, how do they ensure that their students are actually learning the concepts in order to be effective producers upon graduation? As outlined in this research paper, educators can utilize standardized and summative testing to measure learner performance. Additionally, educators can employ assessment tools such as a Holistic Critical Thinking Rubric to measure the critical thinking skills of their students. As a result, students will not only learn core objectives and comprehend curriculum concepts; they will be able to affectively demonstrate the learning outcome in a real-world environment.
Ultimately, educators can feel confident that their students will receive a qualified learning experience if they properly engage themselves.
References
Facione, Peter A. and Facione, Noreen C. (1994). Critical Thinking: A Statement of Expert Consensus for Purposes of Educational Assessment and Instruction; California Academic Press; 217 La Cruz Ave., Millbrae, CA 94030. (PAF49:R4.2:062694)
Key, James P. (1997) Research Design in Occupational Education; Published by Oklahoma State University.
Kubiszyn, T. & Borich, G. (2010). Educational testing & measurement: Classroom application and practice (9th Ed.). John Wiley & Sons, Inc., Hoboken, NJ.
Miller, Andrew. (2013) Critical Assessment Ideas from PBL World. Published by The George Lucas Educational Foundation; retrieved from: http://www.edutopia.org/blog/critical-assessment-ideas-pbl-world-andrew-miller
