Advanced Standing Requirements

For degree-seeking students in the Barton School of Business, Advanced Standing is a prerequisite for all upper-division business courses. Upper-division courses are defined as 300-level or above.

Students must meet ALL of the following requirements to obtain Advance Standing:

  1. An overall and WSU institutional GPA of 2.250.
  2. Complete the Advanced Standing Course Requirements listed below (or equivalent courses), and;
  3. Complete all parts of the Barton School Advanced Standing Assessments.

Advanced Standing Course Requirements:

Catalog Name Hours
ACCT 210 Financial Accounting 3
ACCT 220 Managerial Accounting 3
ECON 201 Principles of Macroeconomics 3
ECON 202 Principles of Microeconomics 3
ECON 231 Introductory Business Statistics 3
ECON 232 Statistical Software Applications for Business 1
MATH 144 Business Calculus 3
BADM 161 Business Software: Word 1
BADM 162 Business Software: Excel 1
BADM 163 Business Software: Access and PowerPoint 1

If you are a current business major or a new business transfer student with 45 or more credit hours, you will receive an email listing the Advanced Standing Assessments you need to take, and telling you how to access them.

You will be required to retake the assessments that you do not achieve an acceptable score. Only one retake will be required -- you do not have to keep taking the assessments until you pass. You will NOT have to retake any classes! The Advanced Standing Assessments will not affect your grade point average (GPA).

Purposes

  1. Identify any weaknesses in the students' preparation for business courses, so that we can work with Advanced Standing course instructors to correct any weaknesses for the benefit of future students.
  2. Reinforce the knowledge gained in Advanced Standing courses by encouraging students to review that knowledge before taking the assessments.
  3. Satisfy the requirements of our accrediting agency that our students are being assessed in these areas, and that assessment results are being fed back into curriculum improvements.

Assessment Format

There are 10 individual assessments. For each assessment, students take a short (20 - 30 question) multiple-choice test. The questions are similar to those typically given on final exams in the course being tested.


Advanced Standing Assesment Frequently Asked Questions

Why do I have to take Advanced Standing Assessments?
If I am a transfer student, do I still need to take the Advanced Standing Assessments?
How will I know when I need to take the Advanced Standing Assessments?
Where do I go to take the Advanced Standing Assessments?
What are the Advanced Standing Assessments like?
Do I have to take all 10 assessments?
Will I have to take the assessments more than once?
Will I be held back from taking upper-division business classes if I do not well?

Why do I have to take Advanced Standing Assessments?

It is a requirement for graduation.

If I am a transfer student, do I still need to take the Advanced Standing Assessments?

Yes.

How will I know when I need to take the Advanced Standing Assessments?

When you have completed approximately 45 credit hours, you will receive an email through your WSU email account.

Where do I go to take the Advanced Standing Assessments?

The Advanced Standing Assessments are now online. Follow the instructions you receive in your email.

What are the Advanced Standing Assessments like?

The Advanced Standing Assessments consist of 10 assessments that cover basic knowledge learned in the Advanced Standing courses. Most of the assessments have a 30 minute time limit; the math assessment is 45 minutes. Each assessment is 20-30 multiple-choice questions completed using a computer.

Do I have to take all 10 assessments?

Yes. If you haven't completed all the Advanced Standing classes when you start taking Advanced Standing Assessments, you will have to take your assessments over several semesters.

Will I have to take the assessments more than once?

Possibly, if you do not spend adequate time taking the assessment or earn a low score. Since these are computerized assessments, you will know your score after you complete the assessment. A score of 50% or better will definitely be acceptable; depending on how hard the individual assessment turns out to be, the cut-off score for retaking an assessment may be less than 50%. Do not try to retake an assessment on your own - the assessment system won't let you. If you need to retake any assessment, we will contact you by email. You will only have to retake an assessment once.

If you don't put in sufficient effort on an assessment, you will be required to retake that assessment before you can enroll.

Will I be held back from enrolling if I do not do well?

No, you will not be held back for low scores. However, you must complete all your assessments before you can enroll for the following semester.

Topics Covered and Sample Questions

Exams:

Writing
Public Speaking
Mathematics
Financial Accounting
Managerial Accounting
Macroeconomics
Microeconomics
Business Software
Business Statistics
Excel-based Statistics

Writing Assessment

The Advanced Standing Writing Assessment is a condensed version of a typical Grammar-Spelling-Punctuation (GSP) test. There are multiple samples on the Internet - just search for "GSP test."

Sample Question: "Only one of the elevators go to the top floor of the office building." How should you change this sentence to improve the grammar?

A. Move "only" to follow "elevators"
B. Replace "elevators" with "elevator's"
C. Replace "go" with "goes"
D. Add "up" after "go"
E. The sentence is correct as written.

Sample Question: Which is the correct spelling?

A. auxiliary
B. auzilairy
C. auxilery
D. auxiliary


Public Speaking Assessment

Public Speaking has standard, agreed-upon Course Outcomes and Competencies across Kansas public universities. The Advanced Standing Assessment covers questions on how to appropriately prepare a presentation. At this time, the Barton School of Business does not have the capability to evaluate actual presentations.

Sample Question: Everything a speaker says is filtered through a listener's:

A. frame of reference.
B. credibility.
C. feedback.
D. ears.
E. fears.

Sample Question: As the size of your audience increases, your presentation style should usually become more:

A. impassioned.
B. formal.
C. informal.
D. friendly.
E. stiff.


Mathematics Assessment

College Algebra
This class also has standard, agreed-upon Course Outcomes and Competencies across Kansas public universities. The Advance Standing Assessment covers only topics included in the agreements.

Business Calculus
The Advanced Standing Assessment in this area will cover the topics in the standard Wichita State University syllabus for MATH 144, Business Calculus.

Mathematics Assessment

Sample Question: Solve for x: (x-3)2 = 9

A. x = 2
B. x = 1
C. x = 3
D. x = 6
E. x = 9

Sample Question: What is the instantaneous rate of change of the function x squared when x is 3?

A. 3
B. 6
C. 9
D. 2
E. 5


Financial Accounting Assessment

Learning Goals:

  1. Students will be able to identify and conceptualize the financial statement effect(s) of typical accounting events and transactions.
  2. Students will be knowledgeable of the underlying goals and objectives of the four financial statements (balance sheet, income statement, statement of cash flows, and statement of retained earnings).
  3. Students will be able to utilize basic financial statement analysis techniques.

Sample Question: Tom's Wear had a beginning balance on March 1 in retained earnings of $1,250. During March, Tom's Wear paid $100 in dividends and had net income of $2,000. The March 31 balance in retained earnings was:

A. $1,150.
B. $3,150.
C. $3,350.
D. $7,350.

Sample Question: Which of the following would be considered a liability of a company?

A. Depreciation
B. Unearned revenue
C. Prepaid rent
D. Net assets


Managerial Accounting Assessment

Learning Goals:

  1. Students will understand the differences between the traditional method of allocating manufacturing overhead and the activity-based costing method of allocating manufacturing overhead.
  2. Students will understand how to use managerial accounting information for making business decisions.
  3. Students will understand how managerial accounting information is used in the planning and control aspects of a business.

Sample Question: The break-even point is that level of activity where:

A. total revenue equals total cost.
B. variable cost equals fixed cost.
C. total contribution margin equals the sum of variable cost plus fixed cost.
D. sales revenue equals total variable cost.
E. profit is greater than zero.

Sample Question: An unfavorable material quantity variance indicates that:

A. actual usage of material exceeds the standard material allowed for output.
B. standard material allowed for output exceeds the actual usage of material.
C. actual material price exceeds standard price.
D. standard material price exceeds actual price.


Business Software Assessment

Learning Goals:

  1. Students will improve their communicative skill through knowledge and understanding of word processing software such as Microsoft Word.
  2. Students will develop the ability to prepare spreadsheets and workbooks using formulas and macros using Microsoft Excel.
  3. Students will develop the ability to build databases and then perform queries to extract meaningful information from those databases and also work with various forms and reports using Microsoft Access.
  4. Students will acquire the skill to prepare presentations using tools and data from the other three software programs and use these in Microsoft PowerPoint.

Sample Question: Text and graphics that have been cut or copied are stored in an area called the:

A. Pasteboard.
B. Copyboard.
C. Clipboard
D. Cuttingboard.

Sample Question: Data from two or more tables can be connected by specifying a:

A. common field.
B. hyperlink.
C. field value


Macroeconomics Assessment

Learning Goals: Students will demonstrate an understanding of the following topics

  1. Scarcity
  2. Supply and demand analysis
  3. GDP: definition, calculation, shifters
  4. Money, Banking, and the Federal Reserve System
  5. Business cycles

Sample Question: If people willingly give up something (such as money) for a good, then the good is:

A. scarce.
B. a normal good.
C. available in an unlimited supply.
D. an inferior good.

Sample Question: Which of the following is true?

A. GDP is a "flow" concept
B. The prices of both intermediate goods and final goods are included in GDP.
C. GDP measures economic welfare.
D. GDP is a measure of changes in consumer price levels.


Microeconomics Assessment

Learning Goals: Students will demonstrate an understanding of the following topics

  • Supply and demand analysis
  • Elasticity
  • Short-run and long-run costs
  • Behavior of firms in competitive and monopoly markets
  • Labor and resource markets, including capital markets
  • International trade and exchange rates

Sample Question: If the demand for wheat is inelastic, and the price of wheat increases, you would expect that:

A. the total revenue received by wheat farmers would increase in the short run.
B. the total revenue received by wheat farmers would decrease in the short run.
C. the number of wheat farmers would increase in the short run.
D. the number of wheat farmers would decrease in the short run.

Sample Question: A firm has moved its offices to a new building. It must continue to pay $5,000 per month in rent for the next 6 months for its old offices, until its lease expires. If the firm succeeded in renting its old offices to someone else, the firm will have to pay $1,000 per month for utilities at the old office; if the old offices are empty, there are no utility expenses. To maximize its profits (or minimize its losses), the firm should rent its old offices to someone else until the lease expires, as long as the new renter pays more than:

A. $0 per month.
B. $1,000 per month.
C. $5,000 per month.
D. $6,000 per month.


Business Statistics Assessment

Learning Goals: Students will demonstrate an understanding of the following topics

  1. Descriptive statistics
  2. Graphical displays: histograms, bar charts, pie charts, scatter plots
  3. Measures of linear relationships: covariance and correlation coefficients
  4. Discrete probability distributions
  5. Continuous probability distributions: normal and t distributions
  6. Sampling distributions, confidence intervals and hypothesis testing: mean and proportion
  7. Linear regression and hypothesis testing

Sample Question: A paint manufacturing company claims that the mean drying time for its paints is less than 45 minutes. Based on a simple random sample, you calculate a pvalue of .123. If the appropriate level of significance is .05, what would you conclude, and why?

A. The claim is probably true, because .123 is less than .05.
B. The claim is probably true, because .123 is more than .05.
C. The claim is probably not true, because .123 is less than .05.
D. The claim is probably not true, because .123 is more than .05.

Sample Question: Last year, ABC Products, Inc., discovered that 32% of all materials shipments to its factory arrived late. ABC has implemented a just-in-time manufacturing process to reduce late arrivals of inputs. Following implementation of the just-in-time system, ABC selected a random sample of 118 deliveries to test whether the just-in-time system was decreasing late arrivals. Of the 118 sampled, 30 were late. In testing whether the just-in-time system reduced the percentage of late deliveries, what would be your null hypothesis?

A. p >= .32
B. p <= .32
C. p < .32
D. p > .32


Excel-based Statistics Assessment

Learning Goals: Students will demonstrate an understanding of how to accomplish the following using the Data Analysis tools in Excel:

  1. Summarizing and describing a numerical data set and preparing an appropriate histogram for the data set
  2. Using linear and multiple regression to develop and test for statistical significance equations relating one or more independent variables to a dependent variable
  3. Using t-Tests to determine whether there is a statistically significant difference between the means of two data samples
  4. Preparing random samples
  5. Preparing appropriate tables and charts to summarize categorical data

Sample Question: Your boss is worried about the increasing health care costs of your company's employees. Your boss asks you to produce a picture summarizing employee ages. You have a spreadsheet listing the age of each employee. Which tool within Data Analysis should you use?

A. Regression
B. Descriptive Statistics
C. Histogram
D. t-Test: Paired Two Sample for Means
E. t-Test: Assuming Unequal Variances

Sample Question: Your company has just completed an on-line survey of all 10,000 employees, asking whether they prefer Coke or Pepsi products in the company vending machines. You have been given an Excel file containing the employee's ID numbers and the words "Coke" or "Pepsi" for each one's choice. To save you the trouble of going through the entire list and tabulating the responses by hand, you could use Excel's _______ function to determine how many employees want Coke products.

A. SUM
B. AVERAGE
C. COUNTWHEN
D. COUNTIF
E. SUMIF