Authentic assessment in business education: its effects on student satisfaction and promoting behaviour

Lincoln Then James, Riza Casidy*

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

32 Citations (Scopus)

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.

Original languageEnglish
Pages (from-to)401-415
Number of pages15
JournalStudies in Higher Education
Volume43
Issue number3
DOIs
Publication statusPublished - 4 Mar 2018
Externally publishedYes

Keywords

  • attitude
  • authentic assessment
  • choice of programme
  • promotion
  • satisfaction

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