Business Undergraduates' Progress and Satisfaction with Learning Experiences: The Role of Group Assessment

Autor/in	Gamlath, Sharmila
Titel	Business Undergraduates' Progress and Satisfaction with Learning Experiences: The Role of Group Assessment
Quelle	In: Assessment & Evaluation in Higher Education, 46 (2021) 3, S.360-375 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gamlath, Sharmila)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
DOI	10.1080/02602938.2020.1776839
Schlagwörter	Business Administration Education; Undergraduate Students; Student Satisfaction; Student Surveys; Response Rates (Questionnaires); Student Improvement; Learning Experience; Performance Based Assessment; Summative Evaluation; Group Activities; Skill Development; Part Time Students; Teacher Student Ratio; Predictor Variables; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Schülerbefragung; Antwortkontrolle; Lernerfahrung; Leistungsermittlung; Gruppenaktivität; Kompetenzentwicklung; Qualifikationsentwicklung; Part-time students; Teilzeitstudent; Lehrer-Schüler-Relation; Prädiktor; Ausland; Australien
Abstract	Summative group assessment is increasingly used to prepare undergraduates for employment by developing their communication, interpersonal and teamworking capabilities. This article examined the effects of group assessment on progress rates and satisfaction among undergraduates by analysing the results of two surveys deployed by the Business School of a large Australian technology university early on and towards the end of semester 1, 2018. Results revealed that subjects/units with group assessment had higher progress rates compared to those with individual assessment. In addition, the response rate to the first survey was negatively related to progress rate, and there were also differences in progress rates between disciplines. However, there were no notable differences in student satisfaction levels for units with group assessment compared to those without group assessment, and the only significant predictors of student satisfaction were the proportion of part-time students and the staff-to-student ratio. Units with group assessment also had a relatively lower response rate for the first survey and a higher response rate for the second survey. This article highlights the importance of group assessment in shaping student progression and satisfaction whilst acknowledging other factors that educators need to consider when designing curriculum and providing timely support to students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01