Addressing the challenges of assessment and feedback in Business Schools: developing assessment practices which support learning

Abstract

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.