Predictors of Student Technology Competencies in Assurance of Learning Assessment - Volume Twenty - Issue 1

Oct 15, 2026

Uploaded by Rowan

This study uses direct assessments of learning (AoL) to build a dynamic model of student performance in competency exams within computer technology. Findings identify three major predictors of success: performance on a practice exam, prior engagement with practice testing, and completion of an introductory computer applications course. The results support targeted improvements to technology competency assessment practices. The authors recommend future work comparing brief, focused instruction paired with practice exams against the traditional three-hour course requirement.

LanguageEnglish

CategoryExam

FormatPDF

Pages9

Reading Time23 min

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Predictors of Student Technology Competencies in Assurance of Learning Assessment

Abstract

Authors and Correspondence

Predictors of Student Technology Competencies in Assurance of Learning Assessment

Literature Review

RESEARCH & PRACTICE IN ASSESSMENT Abstract This study leverages data from direct assessments of learning (AoL) to build a dynamic model of student performance in competency exams related to computer technology. The analysis reveals three key predictors that strongly influence student success: performance on a practice exam, whether or not a student engaged in practice testing beforehand, and prior completion of an introductory course in computer applications. These findings offer valuable insights for enhancing technology competencies in assessment contexts. The authors suggest that future research should explore a more efficient alternative—offering brief, targeted instruction paired with a practice exam—rather than the traditional requirement of a full three-hour course. This approach could streamline the learning process while maintaining or improving performance outcomes. AUTHORS Melodie Philhours, Ed.D. Arkansas State University Kelly E. Fish, Ph.D. Arkansas State University CORRESPONDENCE Email [kthompd@arizona.edu](kthompd@arizona.edu) 92 Volume Twenty | Issue 1 Predictors of Student Technology Competencies in Assurance of Learning Assessment Today’s students are often categorized as digital natives, having grown up in a world dominated by smartphones, social media, and instant access to information (Davis, 2024). This familiarity with modern digital tools might suggest a seamless transition to using business technologies such as Microsoft Office. However, this assumption overlooks a significant gap: while these students excel in managing social media platforms, their experience with Microsoft Office—an essential suite used by 85-90% of employers in the private and public sectors—may be limited. This gap arises from the extensive use of Google Workspace in K-12 education, where over 50 million students globally have been trained primarily on Google’s tools (Craig, 2024). As a result, students entering business schools often lack proficiency in Microsoft Office, which is crucial for their future careers. Addressing this discrepancy is vital for business schools to ensure that their graduates are well-prepared for the technological demands of their professional environments. This study explores how one business school has approached this issue, examining its assurance of learning (AoL) strategies for business technology skills and identifying the factors that influence the success of these initiatives. By aligning with the guidelines set forth by the Association to Advance Collegiate Schools of Business International (AACSB), the study aims to provide insights into how business schools can better prepare their graduates for the technological demands of their future careers. In the AACSB-accredited business school used as the focus of this study, all Bachelor of Science (BS) degrees are guided by six student learning outcomes. These outcomes address RESEARCH & PRACTICE IN ASSESSMENT communication skills, ethics, business knowledge, critical thinking and technology. Students are required to use technology appropriately to communicate, calculate, and present conceptsand data. This study describes our assessment of this learning outcome and the conclusions we have drawn from this comprehensive data. Literature Review The Association to Advance Collegiate Schools of Business International (AACSB) accreditation standards require “…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.”(AACSB 2020, page 44). AoL is crucial for AACSB accreditation as it ensures that business programs meet quality standards and educational objectives (Nachouki 2017, Murray et al, 2008, Abraham 2013). The AoL system fostered by AACSB plays a critical role in validating the quality of business courses. A detailed analysis of this AoL system revealed its systemic, effic

FAQs

What does the study examine in assurance of learning (AoL)?

It examines how one AACSB-accredited business school assessed business technology learning outcomes and what factors influence student success in meeting them.

Which predictors are found to strongly influence student success?

Student success is strongly associated with practice-exam performance, whether students engaged in practice testing beforehand, and prior completion of an introductory computer applications course.

Why are direct and indirect AoL measures important for AACSB accreditation?

They help ensure degree program quality through well-documented processes that use direct evidence of learning and, increasingly, indirect measures such as perceptions and program monitoring data.

Oct 15, 2026

Uploaded by Rowan