Literaturnachweis - Detailanzeige
| Autor/inn/en | James, Lincoln Then; Casidy, Riza |
|---|---|
| Titel | Authentic Assessment in Business Education: Its Effects on Student Satisfaction and Promoting Behaviour |
| Quelle | In: Studies in Higher Education, 43 (2018) 3, S.401-415 (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0307-5079 |
| DOI | 10.1080/03075079.2016.1165659 |
| Schlagwörter | Performance Based Assessment; Student Satisfaction; Student Behavior; Business Administration Education; Undergraduate Students; Models; Student Motivation; Teaching Methods; Career Planning; Pretests Posttests; Foreign Countries; Comparative Analysis; Hypothesis Testing; Integrated Learning Systems; Australia |
| Abstract | 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. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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