Group-Based Assessment as a Dynamic Approach to Marketing Education

Abstract

Assessment is a prominent issue in education today. However, assessment of learning often occurs only at the end of the semester to satisfy accreditation agencies. An alternative is to conduct assessments during the course, not only to assess if learning goals are being met but also to assess student learning during the course. Assessment for learning puts assessment at the heart of the learning process. In this approach, students are active participants in the assessment process. The authors propose a new approach to assessment—group-based assessment (GBA), which includes in-class group learning, peer assessment, and peer and instructor feedback. They develop their approach based on theoretical underpinnings of the dynamic assessment theory and the zone of proximal development theory to develop GBA. The authors test the effectiveness of this approach in a study conducted with students using a one group pretest—posttest quasi-experimental design. The results of this study provide empirical support that GBA is related to students' intrinsic motivation, self-regulated learning strategies, perceived autonomy, perceived competence, task mastery orientation, and actual performance. In addition, guidelines for implementing GBA are provided.

The students were happy, but did they change positively?

“…With specific reference to objective outcome evaluation, a one-group pretest-posttest design was used. The one group pretest-posttest design has been widely used in the field of education and learning in different contexts [16][17][18][19][20]. Within the context of positive youth development, Shek [21] examined changes in the program participants in a positive youth development program.…”

Promoting psychosocial competencies in university students: evaluation based on a one-group pre-test/post-test design

“…Sak and Oz (23) used the one-group pre-test/ post-test research design to examine the effectiveness of the Creative Reversal Act on the creative thinking of students. Bicen and Laverie (24) used this design to examine the effectiveness of using group-based assessment. Curran et al (25) conducted a one-group pre-test/post-test study to evaluate the effectiveness of an undergraduate HIV/AIDS inter-professional education program in changing the role perception and attitude towards collaboration among medical, nursing and pharmacy students.…”

Experiential Learning: A Study of Simulations as a Pedagogical Tool

“…In simulations, students are often highly motivated to seek out information, process complex information, and form a strong desire to win the simulation (Johnson et al, 1996). When students are involved, they focus on outcomes (Bicen & Laverie, 2009). Thus, we predict: H2: Involvement is positively related to achieving course learning outcomes with the simulation.…”