Assurance of Learning
Standard 5: Assurance of Learning
5.1 The school uses well-documented assurance of learning (AoL) processes that include direct and indirect measures for ensuring the quality of all degree programs that are deemed in scope for accreditation purposes. The results of the school’s AoL work leads to curricular and process improvements.
5.2 Programs resulting in the same degree credential are structured and designed to ensure equivalence of high-quality outcomes irrespective of location and modality of instructional delivery.
5.3 Microlearning credentials that are “stackable” or otherwise able to be combined into an 麻豆传媒高清-accredited degree program should include processes to ensure high quality and continuous improvement.
5.4 Non-degree executive education that generates greater than five percent of a school’s total annual resources should include processes to ensure high quality and continuous improvement.
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Data Model and Use
- The Sophos (Betty) underlying data model is built on a flexible architecture that leverages several advanced AI models, including, but not limited to, OpenAI, Anthropic, and Gemini.
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麻豆传媒高清 may review anonymized, aggregated usage patterns (for example, the kinds of prompts members are using) to help improve the experience and make Sophos more useful. However, your specific queries, conversations, and pasted content remain private and are not used for model training.
Additional Sample AI Prompts
Use these AI prompt and data input suggestions as a starting point for meeting 麻豆传媒高清's accreditation standards. These prompts were generated based on input from our members in 100+ countries and we encourage you to customize them based on your school's unique needs. Get started by copying and pasting a prompt and supporting documentation into an AI tool or GPT of your choice.
Many schools face challenges with building the foundations of an Assurance of Learning system, these prompts are designed to help with that. It is important to remember that these prompts will help formulate the basis of a discussion which schools can use to engage faulty in a dialogue about the AoL system and its design. We do not advocate that these prompts should replace the engagement process as it remains a key element of how accreditation should function in a business school.
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Creating program competency goals from school鈥檚 mission statement and description of the degree program at hand
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School mission statement and description of the degree program including level of program and general outcomes desired.
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For the [INSERT NAME OF DEGREE PROGRAM] Using this mission statement: [INSERT SCHOOL MISSION STATEMENT], and catalog description to create [INSERT NUMBER] student-focused conceptual 麻豆传媒高清 program competency goals prefaced with 'students will be' or 'students will have'.
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Creating program learning objectives (targets) from program competency goals
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Program competency goals and number of competency goals desired for program
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Using this competency goal: [INSERT COMPETENCY GOAL], create [INSERT NUMBER] [UNDERGRADUATE/ POSTGRADUATE/ DOCTORAL] student-focused 麻豆传媒高清 learning objective(s) which contain action verbs.
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Data Needed
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Prompt
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Creating a holistic rubric from a learning objective
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Program Learning objective and number of traits desired for rubric
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Create a holistic assessment rubric based upon this learning objective: [INSERT LEARNING OBJECTIVE]. The rubric should have a maximum of [INSERT NUMBER] traits and three performance levels (labelled 'Exceeds Expectations', 'Meets Expectations' and 'Requires Improvement'.
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Creating an analytic rubric from a learning objective
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Program Learning objective and number of traits desired for rubric
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Create an analytic assessment rubric based on the following learning objective: [INSERT LEARNING OBJECTIVE]. The rubric should have a maximum of [INSERT NUMBER] traits and three performance levels (labelled 鈥楨xceeds Expectations鈥�, 鈥楳eets Expectations鈥�, and 鈥楻equires Improvement鈥�). Use the language from the 鈥楳eets Expectations鈥� category for the sub-traits and create tick box style performance levels.
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Data Needed
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Generating Indirect Measure ideas (to help close the loop)
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Learning objective
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Create a list of indirect measures, that will assist in closing the loop, to assess the learning objective: [INSERT LEARNING OBJECTIVE].
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Designing a sample indirect measure instrument
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Indirect measure type (e.g., alumni survey) and learning objective
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Design an [INSERT INDIRECT MEASURE e.g., Alumni Survey] to evaluate the learning objective: [INSERT LEARNING OBJECTIVE].
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