Reimann, N. and Sambell, K. and Sadler, I. and Kreber, C. (2021) 'Addressing the challenges of assessment and feedback in Business Schools: developing assessment practices which support learning.', in Handbook of Teaching and Learning at Business SchoolsA Practice-Based Approach. , pp. 207-225.
The chapter outlines the paradigm shift that has characterised debates around assessment and feedback in higher education, triggered in particular by high levels of student dissatisfaction. It then presents contemporary models of assessment and discusses the conditions under which assessment supports learning. It is argued that the notion of 'Assessment for Learning' offers a way of articulating as well as progressing some of the key contemporary concerns and practices of business educators. While these conditions can already be observed in Business Schools, most notably in a keen interest in authenticity, suggestions are made for how they can be built on further to advance innovation in assessment and feedback practices in business and management contexts. The chapter concludes with vignettes which show real examples of ways in which these conditions have been put into practice.
|Item Type:||Book chapter|
|Full text:||(AM) Accepted Manuscript|
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|Publisher Web site:||https://doi.org/10.4337/9781789907476.00025|
|Publisher statement:||This is a draft chapter. The final version is available in Handbook of Teaching and Learning at Business Schools: A Practice-Based Approach edited by Thyra U. Thomsen, Adam Lindgreen, Annemette Kjærgaard, Eleri Rosier, and Aybars Tuncdogan , published in 2021, Edward Elgar Publishing Ltd http://dx.doi.org/10.4337/9781789907476.00025 The material cannot be used for any other purpose without further permission of the publisher, and is for private use only.|
|Date accepted:||01 August 2020|
|Date deposited:||31 October 2022|
|Date of first online publication:||19 November 2021|
|Date first made open access:||31 October 2022|
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