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: Colleges and universities are being asked by numerous sources to provide Assurance of Learning assessments of their students and programs. Colleges of Business have responded by using a plethora of assessment tools, including the Major Field Test in Business. In this article, we show that the use of the Major Field Test in Business for Assurance of Learning purposes is ill-advised. First, it provides no direct evidence of student learning. Second, it offers no useful comparative analyses to other business students or institutions. Consequently, it provides no guidance for curriculum or program changes to achieve better learning outcomes. Thus, use of the Major Field Test in Business offers only a ‘pretend’ solution to the problem of Assurance of Learning assessment.
    The Journal of Education for Business 01/2012; 89(1).