Authentic assessment designs and students' self-perception of leadership in business education in Vietnam

Abstract

Purpose

This study explores how authentic assessment has helped improve self-perception of leadership skills among business students in a developing society where authentic assessment is not popular.

Design/methodology/approach

Data on self-perception of leadership was collected using the Leadership Skills Inventory. Collected data was analyzed using Principal Component Analysis, two-way ANOVA, and Multiple Regressions.

Findings

Authentic assessment designed toward enriching teamwork positively affects leadership development. Students' involvement in extra-curricular activities fosters the impact of authentic assessment on self-perception of leadership. Female students demonstrate higher self-confidence in leadership, which is surprising to the conventional view of cultural expectations. Work-integrated learning assessment or cross-country real-trade data assessment projects do not trigger gender biases in self-perception of leadership.

Practical implications

Our study emphasizes the importance of group work authentic assessments and a work-integrated approach to authentic assessment design in business education.

Originality/value

The results provide meaningful implications regarding authentic assessment development in business education in a developing country where authentic assessment is not common at high school and university levels.

Citation

Chu, T., Pham, T.T.T., Nguyen, T.V.H., Nguyen, C.T., Vu, T.H.N., Nguyen, T.B. and Nguyen, T.M.H. (2024), "Authentic assessment designs and students' self-perception of leadership in business education in Vietnam", Journal of Applied Research in Higher Education, Vol. ahead-of-print No. ahead-of-print. https://doi.org/10.1108/JARHE-02-2024-0060