Office of Institutional Assessment

Students gathering in the quad

Assessment and Continuous Improvement

Student success is at the heart of SUNY Oneonta’s assessment and continuous improvement process. Collaborating with all academic, student experience and operational units across the college, Institutional Assessment is a resource for the development and implementation of assessment techniques while ensuring consistent processes across the College. Additionally, we provide ongoing support for accreditation, and state and federal compliance requirements.

SUNY Oneonta is accredited by the Middle States Commission on Higher Education. “Assessment of student learning and achievement demonstrates that the institution’s students have accomplished educational goals consistent with their program of study, degree level, the institution’s mission, and appropriate expectations for institutions of higher education.”* In 2020 the College adopted a New Continuous Improvement Plan. This plan outlines the process by which faculty and staff serve the critical function of synthesizing assessment reports, making connections to strategic initiatives, and providing recommendations based on the assessment findings.

*Standard 5, MSCHE


Our philosophy on assessment is guided by our commitment to our students and the questions we ask to ensure quality. What are our students learning? Are our services the best they can be? The questions we ask about ourselves will vary from program to program and department to department. Whether they deal with students learning specific content, skills or attitudes or perhaps issues of student motivation and ability to monitor their own learning. Our assumption is that the key assessment questions are best known by the faculty and staff themselves. Finding ways to answer these questions is key to our student success.

Academic assessment seeks to answer the broad question, "What and how well do our students learn what we are attempting to teach them?" As such, academic assessment is not designed to evaluate individual faculty or even individual courses. It is designed to evaluate individual programs as a whole and to determine where the programs might be strengthened in order to improve our students' abilities to learn. The primary audience for academic assessments is not administrators or accrediting agencies, but, rather, the program faculty themselves.

Similarly, operational efficiency and effectiveness is the capability of the college to deliver services to students in the most cost-effective manner possible while still ensuring the high quality of products and support. This is achieved by streamlining core processes in order to more effectively respond student needs in a cost-effective manner. By focusing on continuous progression toward a meaningful but ambitious target, assessment methods are used to give feedback and guide the College’s planning efforts.

Business Economics Degree Program (BS)
2019-20 Assessment of Diversity and Multicultural Understanding Instrument: All students in MGMT 345, Strategic Management, are required to take the ETS Field Examination in Business. It is administered each semester at no expense to the students since the Fall 2000 semester. Students who achieved a score of 140 or higher on the ETS Field Examination in Business are not required to take the Comprehensive Final Examination in MGMT 345. They could earn up to 30% of their final grade through the ETS. The assessment of learning outcomes for diversity and multicultural understanding is new and has been implemented for the first time in the Spring 2018 semester. The direct assessment results are derived from the item reports and analysis benchmarked against nationwide averages, provided in ETS Major Test Results, by using mean percent correct for the relevant exam questions on diversity and cross-cultural understanding, i.e. questions 1.7; 1.18; 2.21. These three ETS questions are mapped to the ETS assessment indicators A3 (Management) and A9 (Int’l Issues). The indirect instrument is the AACSB/EBI Undergraduate SKYfactor Benchworks Assessment that consists of 120 questions that are scaled from 1 to 7. This survey was administered to School of Economics & Business graduating students in spring 2019 (N=130). The overall response rate was 70.0%. The assessment of learning outcomes for multicultural and diversity understanding is based on Factor 15, multicultural and diversity understanding.

Spring 19
Assessment Item Number Percent Correct Nat's Percent Correct Domain/Content Area Mapping
Above Nat'l Avg. 1.7 85.2 79.4 Management/International and Cross-Cultural Management A3, A9
Above Nat'l Avg. 1.18 65.9 64.5 Management/Organizational Behavior/Managing Diversity A3
Above Nat'l Avg. 2.21 47.7 33.2 Management/International and Cross-Cultural Management A3, A9
Fall 19
Assessment Item Number Percent Correct Nat's Percent Correct Domain/Content Area Mapping
Above Nat'l Avg. 1.7 89.1 79.3 Management/International and Cross-Cultural Management A3, A9
Above Nat'l Avg. 1.18 62.5 64.4 Management/Organizational Behavior/Managing Diversity A3
Above Nat'l Avg. 2.21 28.1 33.1 Management/International and Cross-Cultural Management A3, A9

Summary: The direct assessment of learning outcomes for diversity and multicultural understanding was derived from a full-scale report and analysis benchmarked against nationwide averages, provided in ETS Major Test Results with the use of relevant exam questions on diversity and cross-cultural understanding. The results in Spring 2019 show that means percent correct for the three questions is above national averages. The results in Fall 2019 show that mean percent correct for question 1.7 is above national average and slightly below national averages for two other questions. The indirect assessment is based on the 2019 EBI survey by analyzing its Factor 15, multicultural and diversity understanding. Our score in 2019 was 5.24 (i.e. we rank 3rd among the seven) on the scale from 1 to 7, and the mean for select six was 5.16 also on the scale from 1 to 7. The conclusion is that our result has been considerably improved compare to the last year score. The improvement has been achieved due to student exposure to many cases dealing with multicultural and diversity topics in the disciplines of Management and Marketing. To improve further, numerous case studies focusing on multicultural and diversity matters must be also introduced in the disciplines of Economics, Law, and Finance.

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