A Statistical Framework for Assessment Using the ETS Major Field Test in Business

The Journal of Education for Business 01/2011; 86:274-278. DOI: 10.1080/08832323.2010.516777

ABSTRACT The Major Field Test in Business (MFT-B) is a widely used end-of-program assessment tool; however, several challenges arise when using the test in this capacity. Changing student demographics and the lack of a statistical framework are two of the most vexing issues confronting educators when using the MFT-B for programmatic assessment. The authors extended the literature by developing an analytical framework that controls for student demographics and provides statistically valid evidence of outcomes assessment. Application of the model to a sample data set revealed that the model fit well (R 2 = .517) and provides a valid framework for the exploration of outcomes assessment.

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    ABSTRACT: This paper examines the determinants of performance on the business major field achievement ETS exam with a focus on the impact of applying ETS exam scores to part of the capstone course grade as a performance incentive. The sample consists of 150 students at a midsized regional institution located in the Southwestern region of the United States. The empirical model employed controls for grade point average, standardized test scores (SAT/ACT), junior college transfer students, and gender. The results indicate that students are motivated to put forth significantly more effort when capstone course grade is impacted by ETS performance.
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    ABSTRACT: In this study, the authors examinied two methods of measuring student learning outcomes—GPA and performance on a standardized test (Major Field Test in Business). Clear differences were found between the two outcome measures, underscoring the need for a multifaceted approach to assessing learning outcomes, especially at the program level. Though the GPA had strong internal validity and reflected student performance in the context of the curricular and pedagogical priorities of an institution, standardized test scores provided greater external validity and allowed institutions to quickly establish a baseline and benchmark against national norms.
    The Journal of Education for Business 01/2001; 77(1):51-56.
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    ABSTRACT: The Major Field Test (MFT) in Business, developed by ETS®, is promoted as an instrument designed to assess various basic learning outcomes in major fields of study. The resulting scores can be further used to refine and improve curriculum and benchmark students to national norms or to peer institutions. Current literature discusses how students' achievement test scores, GPAs, and course performances may be used as predictors of MFT performance. What is missing is a set protocol that a department chair or assurance of learning (AOL) coordinator may follow in reviewing typical MFT scores. This study proposes an analytical protocol and suggests potential interpretations and actions that may be taken by a department chair or AOL coordinator to improve student learning as reflected by MFT scores.