A Statistical Framework for Assessment Using the ETS Major Field Test in Business
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). DOI:10.1080/08832323.2012.749206
Article: ASBBS E-Journal
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ABSTRACT: The authors study the characteristics of students who take the Major Field Test in Business (MFT-B) versus those who do not. The authors find that students with higher cumulative grade point averages (GPAs) are more likely to take the test. Additionally, students are more likely to take the test if it is offered late in the semester. Further results indicate that students with higher GPAs tend to score better on the MFT-B, and thus the outcomes profile of a school based on MFT-B results may appear stronger than it actually is if taking the test is not a requirement of the business program.The Journal of Education for Business 05/2014; 89(4):171-177. DOI:10.1080/08832323.2013.825572