Authentic assessment in business education: its effects on student satisfaction and promoting behaviour
By L. James, Riza Casidy. 2018
128 citations recorded by the source corpus.
The purpose of this research is to investigate the effects of authentic assessment on student satisfaction and promoting behaviour. The sample comprised 120 students enrolled in an undergraduate business programme. A model was proposed and tested using conditional process analysis. It was found that authentic assessments are positively related to student satisfaction and promoting behaviour. It was found that student satisfaction mediated the relationship between authentic assessments and promoting behaviour. Moreover, the effects of authentic assessment are stronger among students who are highly career-oriented than those who are less career-oriented. The implications for higher education institutions are discussed. The key contribution of the research is in providing support for the precept that authentic assessments could drive students’ positive attitudes and behavioural intentions.
Subfields: Education, Management of Technology and Innovation
View Paper: https://www.semanticscholar.org/paper/38967d4d68a1ef88262b97d53a1ad9515e60b1f2
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In Education
In Management of Technology and Innovation
Citations in the corpus
- Determinants of PhD student satisfaction: the roles of supervisor, department, and peer qualities (2019, background): “…Bradley 1986; Palacio, Meneses, and Perez 2002; Schlesinger, Cervera, and PerezCabanero 2017), or they incorporate manifestly cognitive items (e.g. Thomas and Galambos 2004; Brown and Mazzarol 2009), or they have somewhat ambiguous or difficult wording (e.g. Ali et al. 2016; James and Casidy 2018).”