Using assessment tasks to shift focus to learning rather than evaluating students
Ali, Shameem and Ho, Henry W. L (2007) Using assessment tasks to shift focus to learning rather than evaluating students. Journal of American Academy of Business, Cambridge, 11 (1). pp. 269-274. ISSN 1540-1200Full text for this resource is not available from the Research Repository.
This paper investigates students working on case analysis as a part of the summative assessment in an undergraduate marketing subject, with the aim of developing student’s analytical, strategic thinking, problem solving skills and knowledge of marketing principles. The results indicated that a large majority of students preferred working on the analysis of the cases given as their assignments and perceived getting a high grade on these assignments. Overall students found case analysis to be more rewarding than other forms of assessment. These findings have several implications for the design of assessable assignments, which take into account the general student tendency to avoid deeper learning in preference to surface learning that only reaches minimum standards. The paper suggests that a combination of varied forms of assessment is appropriate if greater and deeper learning is to be achieved.
|Uncontrolled Keywords:||ResPubID13472, case study, deeper learning, assessment, group work|
|Subjects:||Faculty/School/Research Centre/Department > School of Hospitality Tourism and Marketing
FOR Classification > 1399 Other Education
SEO Classification > 9399 Other Education and Training
|Date Deposited:||06 May 2012 23:58|
|Last Modified:||05 Dec 2014 03:10|
|ePrint Statistics:||View download statistics for this item|
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