Learning Evidence Pack · included with every offering
Every course ends with evidence your faculty can use.
Each ModernSims simulation and module scores every student's own work against fixed criteria and reports the results against the goals and targets your program sets. At the end of each term you receive the Learning Evidence Pack.
- Individual work and team work labelled on every measure
- Your standard, your target, a Target met or Target not met result
- How many scores faculty changed, printed on every result
Assurance of learning was among the three most-cited standards in AACSB peer reviews in 2023-24 and 2024-25, cited for 49% of schools reviewed.Source: AACSB State of Accreditation reports.
ModernSims is not affiliated with, licensed by, or endorsed by any accrediting body. Assessment design, targets and accreditation decisions remain with your school and its faculty.
The report your committee receives.
A sample Program edition, eight pages. The program, the students and every number are fictional. The layout, the counts and the rules are the real ones.
1 of 4 · Cover and at a glance
- Below expectations
- Meets expectations
- Exceeds expectations
- Below expectations
- Meets expectations
- Exceeds expectations
Four things arrive at the end of every term.
The live program view
Results by goal, dimension and section while the term runs, aggregate only, behind a link you control.
The assessment evidence report
A formatted PDF, Parts I to VI, method and appendices, frozen as a dated snapshot with a content hash.
The data file
Every figure in the report as CSV and Excel, one row per goal and measure, arranged to paste into the system you already use.
The statement of method
How every number was computed, which rubric version scored it, what was withheld to protect small groups, and what we do not claim.
Included with every simulation and module at no extra cost.
It runs the way your assessment cycle runs.
Seven stages, in the order your committee already works. The sample report follows along.
1
Define the goals
Your competency goals and learning objectives, in your faculty's exact wording. We never write them for you.
Program edition · Fall 2026Stage 1 of 7Part II · Goals and measures
Part II · Goals and measures Goal Objective Measure G1Ethical reasoningStudents identify the dilemma, weigh consequences, duties and character, and reach a defensible position. Students identify the dilemma, weigh consequences, duties and character, and reach a defensible position. M1.1 Business Ethics module G2Services strategyStudents connect what guests need to the service decisions they make, and judge the strategy against the results. Students connect what guests need to the service decisions they make, and judge the strategy against the results. M2.1 Final report G3Launch decisionsStudents choose a target segment, position the brand and set a marketing mix that fits both. Students choose a target segment, position the brand and set a marketing mix that fits both. M3.1 Final plan · M3.2 Knowledge check · M3.3 Team, context 2
Map the measures
Choose which part of the course evidences each goal: a rubric dimension, a section of the plan, a set of case questions. Each measure is labelled Individual work or Team work, and Direct or Indirect as your school classifies it.
3
Set the standard and the target
Two numbers per goal: the standard a student must reach, and the share of students who must reach it. Start from a common default and change either.
4
Students do the work
Plans, case analyses and ethics reasoning, written by each student, inside the course. New courses run final reports and case studies individually by default, including in team play.
5
Score and review
An AI grader gives every answer a first score against the fixed rubric. Instructors review and can change any score. Changed scores are the ones counted, the student stays in, and the count of changes prints on the result.
6
Report and decide
Results by goal, by dimension and by section, with a Target met or Target not met standing. Then the faculty record: the finding, the decision, the change, the owner, the reassessment term. Nothing the platform observed prints until a faculty reviewer has recorded a decision on it.
7
Reassess
The next cycle compares the same goal, the same measure and the same rubric version, and shows whether the change worked. Until a second cycle exists the report says so, plainly.
Define what Meets means. Watch the report follow.
Fictional cohort of 82 students on one ethics dimension, and 78 students on the Intro plan traits. Move the controls; the bands, the share and the standing recompute exactly as the report computes them.
Your standard and target
Scale
Standard
Target
Defaults are common practice: 80% of the available points, or level 3 of 4, reached by 70% of students. Graduate programs often set the target at 80%. An Exceeded target is optional and off by default.
Result
Consequentialist reasoning
82 students, percent of points
- Below
- 9 (11%)
- Meets
- 22 (27%)
- Exceeds
- 51 (62%)
73 of 82 students at or above the standard. Target 70%: met.
| Row | Below | Meets | Exceeds | Distribution | Meets or above | Standing |
|---|---|---|---|---|---|---|
| Consequentialist reasoning | 9 | 22 | 51 | 89.0% | Target met |
- Below expectations
- Meets expectations
- Exceeds expectations
Standards and targets are stored with who set them and when, and frozen in every snapshot, so editing a threshold never rewrites a filed report.
Every offering carries its own evidence.
What each simulation or module contributes to the pack, what counts as individual work, and what is shown as team work for context.
All 8 offerings: Included
Marketing Management & Strategy
- Individual work in the pack
- Final marketing plan, nine sections; case studies, question by question
- Criteria or dimensions
- Section rubric; case answer key rubric
- Shown as team work (context)
- Team decisions; Simulation Score; plans in courses that chose team reports
Students run a smart home device company over five rounds and finish with a nine-part marketing plan: mission, goals, strategy, target segments, SWOT, competitor analysis, customer analysis, the marketing mix, and a reflection. Each part is scored against fixed criteria, and by default each student writes and submits their own plan, including in team play. One case study per round is answered individually and scored question by question.
The pack reports these as individual work. Team decisions and the Simulation Score appear as team work, for context only.
Consumer Behavior
- Individual work in the pack
- Final marketing plan, nine sections (with retention and loyalty); case studies
- Criteria or dimensions
- Section rubric; case answer key rubric
- Shown as team work (context)
- Team decisions in team play; market results
Students run a coffee subscription business over four rounds, alone in a five-brand market or in teams, applying consumer decision models to targeting, pricing, messages and retention.
The pack reports each student's final marketing plan, scored part by part, including a subscription mix with retention and loyalty, and four case studies scored question by question. In team play the plan and case studies are individual by default. Market results such as retention rate and brand trust appear as context, not as learning measures.
Services Marketing
- Individual work in the pack
- Final marketing plan, nine sections (seven Ps); case studies
- Criteria or dimensions
- Section rubric; case answer key rubric
- Shown as team work (context)
- Team decisions; service-quality scores
Students manage a boutique hotel over four rounds, alone or in teams, pricing perishable rooms and closing service-quality gaps.
The pack reports each student's final marketing plan, scored part by part, including a services mix built on the seven Ps, and four case studies scored question by question. In team courses the plan and case studies are individual by default. Service-quality and satisfaction scores from the simulation are team results and appear as context.
Social Media Marketing
- Individual work in the pack
- Final marketing plan, nine sections (social playbook); case studies
Intro to Marketing
- Individual work in the pack
- Knowledge check before round 1 and after the last round; strategy coherence on four dimensions; final plan, five parts scored on five traits
- Criteria or dimensions
- Traits 0 to 4: use of evidence, internal consistency, concept application, specificity, decision alignment
- Shown as team work (context)
- None
Each student builds and launches their own brand over four rounds, so every measure is individual work.
The pack reports a ten-question knowledge check taken before the first round and after the last, in four topics; a strategy coherence score each round on four dimensions, computed by fixed rules with an AI-assisted reading of the first-round positioning statement; and a five-part final marketing plan, each part scored on five traits on a 0 to 4 scale. Promotion and place are scored together as one part of the plan. If an instructor changes the weight of a coherence dimension, the report says so.
Business Ethics
- Individual work in the pack
- Four written answers, one per dimension of ethical reasoning
- Criteria or dimensions
- Identifying the dilemma; consequentialist; intentionalist; agent-centered
- Shown as team work (context)
- None
Students work through a content-moderation dilemma and write four structured answers, one for each dimension of ethical reasoning: identifying the dilemma, consequentialist reasoning, intentionalist reasoning, and agent-centered reasoning.
Each answer is scored against a fixed rubric, so the pack reports every dimension as individual work: how many students fall below, meet or exceed your standard on each dimension and overall. The graduate edition sets a B2B sales-quota dilemma and reports on the same dimensions.
Résumé Studio (Career Package)
- Individual work in the pack
- Completion record: milestones reached by the due date. Participation evidence, not a learning measure.
- Criteria or dimensions
- None
- Shown as team work (context)
- None
Résumé Studio helps students build a résumé and cover letter and practise for interviews. It is career preparation, not an assessment.
The pack includes a completion record: how many students reached each milestone by the instructor's due date. It is labelled participation evidence and is not presented as a measure of a learning outcome.
Launchpad Bundle
- Individual work in the pack
- Intro to Marketing + Business Ethics + Résumé Studio rows, in one report per course
- Criteria or dimensions
- The Intro to Marketing traits and the four ethics dimensions
- Shown as team work (context)
- None
Launchpad combines Intro to Marketing, Business Ethics and Résumé Studio.
Its pack brings the three together in one report per course: the Intro to Marketing measures, the four ethics dimensions, and the career completion record.
Start from a competency. See what evidences it.
Résumé Studio contributes a participation record, not a learning measure, so it maps to no competency.
Your faculty decide which program goal each measure serves. The pack never averages course grades into a program percentage.
Numbers you can defend.
Every result carries the facts a reviewer asks for. These are the rules, printed in the report's own words.
- Four counts
- Enrolled, Submitted, Graded, Assessed, printed on every measure, with the reason for every held-out unit.
- Grain
- Individual work counts students. Team work counts teams. The two never share a row or a percentage.
- Standard and target
- Two numbers per goal, stored with who set them and when, frozen in every snapshot.
- Rounding
- The share at Meets or above is rounded down to one decimal, so a printed value never reads as meeting a target it missed. Band shares are whole numbers that add to 100.
- Rubric versions
- Every score carries the rubric version that produced it. Results from different versions are reported in separate rows.
- Faculty changes
- Changed scores are the ones counted. The student stays in. The count of changes prints on the result and in an appendix, by instrument.
- Small groups
- Live view: no group under 5 students. Files: no group under 10; rows of 10 to 19 show two bands; extremes in rows under 40 print as ranges; hidden rows are merged so nothing can be recovered by subtraction.
- Snapshot
- Each report is frozen as a dated snapshot with a content hash. Every download of that snapshot matches every other.
- Platform observations
- Withheld from every export until a named faculty reviewer accepts, edits or declines each one.
How AI is used
Written work receives a first score from an AI grader working from a fixed rubric; the score is computed in code from the points it awards and deducts, item by item. Knowledge checks and strategy coherence are scored by fixed rules with no AI. Faculty can review and change any score, and the report prints how many they changed. Before we change a grader, we re-score a sample of past work and check that results do not shift beyond a set tolerance. We have not yet published a comparison of AI and faculty scores. We plan a pre-registered study with faculty raters, scored blind, judged against the agreement criteria commonly used for automated scoring, and we will publish it whatever it shows.
What we do not claim
- No national norms or benchmarks.
- No accreditor licence, alignment or approval.
- No replacement for your assessment system.
- No trend before two cycles exist for the same goal.
- No agreement figures before the study is published.
Written for what the 2026 standards ask.
AACSB's Global Standards for Business Education took effect on 1 July 2026. Here is what they ask of a program's learning evidence, in our words, and where the pack answers each one.
What the standards ask, in our words, and where the pack answers each one
- What the standards ask: Measures tied to stated competencies and learning objectives, not satisfaction.
- Where the pack answers it: Every measure maps to a goal in your faculty's words. Satisfaction and participation are never presented as learning measures.
- What the standards ask: Direct evidence rests on each learner's own performance.
- Where the pack answers it: Individual work is labelled and counted separately from team work. Simulation outcomes are context.
- What the standards ask: Both direct and indirect measures across the portfolio, in a mix the school chooses and explains.
- Where the pack answers it: Each measure's type is the school's classification. Our suggestion is shown as a suggestion.
- What the standards ask: A school-set target for each measure, with results against it.
- Where the pack answers it: Standard and target per goal, with who set them and when, and a Target met or Target not met standing.
- What the standards ask: Where and when each goal is assessed, on a curriculum map.
- Where the pack answers it: Course, sections, term and due date on every measure card; a curriculum-level field your program fills.
- What the standards ask: A problem identified, a first and a second intervention, and whether the loop closed.
- Where the pack answers it: The faculty record in Part IV: finding, decision, planned changes, owner, implementation term, reassessment term, loop status.
- What the standards ask: Meaningful and broad faculty participation.
- Where the pack answers it: Part VI lists who scored, reviewed and decided; every result prints how many scores faculty changed.
- What the standards ask: Methods scaled to program size, modality and context.
- Where the pack answers it: The four counts, the suppression rules and the method statement in every report; sections grouped by delivery mode when the program records one.
- What the standards ask: Equivalent outcomes across locations and modalities.
- Where the pack answers it: Results by section and, when recorded, by delivery mode, side by side.
Timeline
- Effective 1 July 2026
- 2026-27 is the phase-in year; schools with visits that year may use the 2020 or the 2026 standards
- Required for continuous improvement review visits from 2027-28; the review cycle is now six years
The standards are your school's to meet. The pack is evidence. Your faculty decide how each measure is classified, combined and used.
ModernSims is not affiliated with, licensed by, or endorsed by any accrediting body. Assessment design, targets and accreditation decisions remain with your school and its faculty.
Aggregate only. Faculty decide.
What leaves the platform
Aggregate results with no student names, identifiers, team names or submissions. Small groups are suppressed and merged as the method describes. Student-level work stays inside ModernSims, visible to the course's own instructors. If your faculty want student-level samples for moderation or an agreement study, we first sign a data agreement that names ModernSims a school official, limits use to your purpose, forbids redisclosure, and sets deletion with certification.
What AI touches
Student work is processed by our AI provider to produce first scores and feedback, under terms that bar the provider from training on it. We do not train AI models on student work. We re-score samples of past graded work only to check that grading stays stable when a grader changes.
Reports for a public university may become public records. That is one more reason they hold aggregates only.
One term. No cost to the school.
Students pay the normal course price for ModernSims, as for any courseware. The pack adds nothing to that price. The pilot adds nothing either.
1Before the term
A 60-minute goal-mapping session. Your goals and objectives in your faculty's words; your standard and target per goal, recorded with who set them and when; the courses, sections and offerings in scope.
2During the term
The live program view for your assessment lead. A mid-term check of the four counts. Each participating instructor reviews a sample of scored work in the normal grading screen; every change counts.
3After the term
The pack within ten business days of the last section's final grades. A 60-minute faculty session to complete the record. A debrief against the success criteria you wrote before the term.
Success criteria, written into the pilot letter before the term
- 1.Your assessment lead confirms the pack holds every information unit your report needs for the mapped goals.
- 2.The data file loads into your system or spreadsheet without re-keying.
- 3.Faculty review of the sample changed no more than an agreed share of scores, or each change is explained.
- 4.The committee records at least one finding and one action.
We reply within one business day. instructors@modernsims.com