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Although standardized testing of K-12 student knowledge and understanding garners considerable attention, few observers profess satisfaction with the assessments in place. In this exploratory paper, we report on the data gathered from an open-ended email survey of small, convenience samples of teachers and researchers. Although no clear consensus about alternative assessments of students’ historical knowing and understanding emerged, we argue that the potential for a consensus exists. Any emergent consensus, however, must be negotiated with several issues in mind.

The purpose of this paper is to explore the assessment methods used in higher education to assess students' learning, and to investigate the effects of college and grading system on the used assessment methods.

This descriptive study investigates the assessment methods used by teachers in higher education to assess their students' learning outcomes. An instrument consisting of 15 items (each item is an assessment method) was distributed to 736 undergraduate students from four public universities in Jordan.

Findings show that traditional paper‐pencil test is the most common method that is used to assess learning in higher education. Results also show that teachers in colleges of science and engineering and colleges of nursing use different assessment methods to assess learning, besides traditional testing such as: real life tasks (authentic assessment), papers, and projects. Also, the results show that teachers use the same assessment methods to assess learning, despite the grading systems (letter or numbers) used at their institutes.

The sample of the study was limited to undergraduate students and teachers' points of views about the frequent use of assessment methods were not studied.

Higher education institutes should encourage teachers to use new and modern assessment methods as well as traditional paper‐pencil testing, and study the reasons for not using these new methods.

The paper should alert the higher education institutes about the important of developing the assessment process, through knowing their students' points of view about the assessment methods. This will help to get students involved in the learning process.

The aim of this paper is to provide insights into challenges and opportunities in transforming assessment of learning in accounting education from established practices to technology-based methods. 10; 10;

This reflective commentary is based on personal reflections and experiences of three senior academics from the same university on the accelerated utilisation of online assessment in accounting education due to COVID-19. Further information was obtained from document analysis, informal conversations with colleagues and observations.

The findings of this paper suggest that despite numerous challenges, online assessments may replace traditional face-to-face assessments such as tests and exams in accounting and if done properly, this could drive significant improvements in student learning and outcomes. Institutions need to invest in appropriate technology, provide appropriate staff training and ensure good online assessment design that incorporates principles of authenticity and fairness. Robust online assessment practices need to be integrated with e-proctoring systems to ensure academic integrity is upheld.

The paper provides functional insights to higher education management, teaching staff and other stakeholders such as professional accreditation bodies on challenges and opportunities in utilising online assessments. It offers guidance to educators on transforming assessment of learning using the power of technology.

The ideas in this paper are original. The paper shares our lived experiences in transforming established assessment practices in accounting courses to align with online teaching and learning due to COVID-19.

Assessment is used for purposes of accountability and the improvement of teaching and learning. In addition, stakeholders such as employers and government funding councils rely on assessment to provide them with data ensuring quality of provision and standards of education. Illustrates how these seemingly conflicting demands can be met with reference to three empirical sources: interviews with staff at the University of Central Lancashire, England; and fieldwork conducted at James Madison University (JMU), Virginia, and Alverno College, Milwaukee, USA. Makes a case for assessment which is integrated into the learning experience, responsive to student needs, and which is congruent with the aims of individual programmes and the mission statement of the institution.

Traditional market selection analysis relies on purely macroeconomic and political factors and fails to account for an emerging market's dynamism and future potential. The objective of this paper is to present a tool composed of four criteria specific to the preliminary assessment of emerging markets (EM) as international expansion opportunities.

Based on the literature pointing out the limitations of international market selection (IMS) models and the need for a specialized approach, additional criteria are introduced to assess emerging market potential. Review of prior work on internationalization, EM and market selection provided the rationale for the selected criteria. Using secondary data and primary data from a sample of 500, the proposed criteria are applied to the assessment of an emerging market for US apparel specialty retailers.

Assessment of the emerging market with the criteria introduced revealed growth and sourcing opportunities that might otherwise have been overlooked. Case application exposed strong future market potential, manageable level of cultural distance, supportive and developing local industry and positive customer receptiveness for foreign products and business. The findings illustrate the need to improve and supplement assessment criteria of traditional analysis for EM.

Follow‐up studies validating, integrating and determining the relative importance of the criteria introduced will contribute to the development of an assessment model for EM.

A useful complementary tool for international marketers.

The paper develops the body of knowledge on IMS by addressing the shortcomings of traditional analysis and expands the two prior studies on emerging market potential.

The purpose of this paper is to focus on issues of assessment in leadership and management programmes for mid career public managers. Drawing on experiences of such programmes from across Europe, the paper examines the potential conflict between traditional perspectives on academic study, with the typically‐associated focus on testing what has been learned, and the expectations and needs for competence and relevance for the work‐place.

The paper aruges that two key distinctions are crucial – on the one hand, between formative and summative assessment (i.e. between assessment and feedback during a programme to help participants learn, as opposed to assessment at the end of a programme to judge and determine if they have met the grade), and on the other, between participant‐centred and institution‐centred approaches (i.e. between commitment to collaborating with individual participants to ensure that their personal learning and development objectives are met, and a more traditional perspective reflecting a culture of “the institution knows best” and of concern to protect academic standards).

From the evidence gathered the conclusion is reached that, despite the claims made about the developmental objectives of such programmes, mostly, the assessment processes tend to accord with traditional academic perspectives, and give only limited weight to learning and skills for the workplace.

The paper argues for more emphasis on formative assessment and participant‐centredness and also for greater clarity about purposes in such management programmes. It advocates more imaginative and innovative learning and development approaches to mirror better the diverse realities and requirements of a public service organisational context.

To examine whether students have higher retention rates of material when they participate in online quizzes or online alternative student‐centered assignments on the material presented in the F2F class.

Reviews the literature; and analyzes data from the implementation of both types of assessment for the online sessions of the course (student‐centered and faculty‐centered) as correlated with mid‐term and final examination scores.

A significant difference was found on both mid‐term and final examination scores by participants and non‐participants in the assessments. A significant difference was not found in the participation levels in the various assessment types. In addition, a minimal relationship was found between the assessment type and the act of participating in the assessment. The assessment type was not found to have a significant effect, though the participation in the assessment type did have an effect.

Only two terms' worth of students, in one course, were examined. The assessments were not analyzed for equivalence in their coverage of the materials. Further research is needed on types of activities and level of participation, types of participation and level of learning, and participation scale grade rather than a yes/no method, are correlated.

Provides a very useful source of information, guidance, and support for instructors considering the use of online assessments in their hybrid courses.

This paper fulfils an identified need in the usage of alternative assessments and offers practical help to faculty teaching a theatre arts hybrid class.

The aim of this paper is to respond to calls for in‐depth studies of production and operations management (OM) teaching by providing an analysis of the relative effectiveness of a continuous problem‐based assessment and a traditional final exam assessment in OM.

An undergraduate OM module is used to assess how well a problem‐based assessment method performs against a more traditional final exam in terms of impact on student learning, student classification and feasibility. Quantitative data on student performance, feedback and satisfaction are used.

The analysis shows that the problem‐based assessment provides a better learning experience for the students, but is a worse classificatory of student results than the conventional exam. In terms of feasibility, problem‐based assessment can be a cost‐effective assessment method.

This study analyses the assessment method used on one module for nine years; to increase the generalizability of the findings further research is needed with different modules and contexts.

This paper gives guidance to OM educators on how to improve assessment methods to achieve both improved learning effects as well as an accurate classification of student performance.

This study extends the literature on problem‐based learning to assessments and provides an empirical analysis of one such method. This study also provides detailed analysis of different assessment methods in OM based on longitudinal data.

The purpose of this study is to describe the development and psychometric properties of a novel game- and video-based assessment of social attributes. Despite their increasing adaption, little research is available on the suitability of games and video analytics for measuring noncognitive attributes in the selection context.

The authors describe three novel assessments and their psychometric properties in a sample of 1,300 participants: a game-based adaptation of an Emotion Recognition Task, a chatbot-based situational judgment test for emotion management and a video-based conscientiousness assessment.

The novel assessments show good to moderate convergent validity for Emotional Recognition (r = 0.42), Emotion Management (r = 0.39) and Conscientiousness (r = 0.21). The video-based assessment demonstrates preliminary predictive validity for self-reported work performance. Novel game-based assessments (GBAs) are perceived as better designed and more immersive than traditional questionnaires. Adverse impact analysis indicates small group differences by age, gender and ethnicity.

Predictive validity findings need to be replicated using objective measures of performance, such as performance ratings by supervisors and extended to the GBAs. Adverse impact should be evaluated using a real-life applicant pool and extended to additional groups.

Evidence for the psychometric validity of novel assessment formats supports their adoption in selection and recruitment. Improved user experience and shortened assessment times open up new areas of application.

This study gives first insights into psychometric properties of video- and game-based assessments of social attributes.

The purpose of this paper is to examine the impact of the use of problem-based learning (PBL) with engineering students at a technical university in Malaysia.

The setting provided a unique opportunity to evaluate the impact of PBL, since Universiti Kuala Lumpur offers both the traditional, predominantly classroom-focussed approach to engineering and the more hands-on approach referred to as Higher Technical and Vocational Education and Training (HTVET). The study sample consisted of 453 third-year students’ enroled in both programmes at Universiti Kuala Lumpur.

Students in the HTVET programme responded better to PBL teaching methods, as evidenced by improved performance on written as well as lab-based assessments. This result indicates that students using the hands-on approach advocated by HTVET tend to obtain the greatest benefit from experiential, student-centred learning approaches. The analysis suggests the possibility that the PBL approach is a moderator of student performance in HTVET programmes. This possibility merits further investigation.

The sample included students from only one institution of higher learning, which was chosen because both types of programmes are offered there. In addition, the current study does not consider potential mediating or moderating variables.

The findings provide an empirical basis for implementing PBL as a form of experiential learning at higher education institutions, especially those using the HTVET model. Furthermore, they provide a justification for designing curriculum structures and student learning time with an emphasis on active and experiential learning, thereby maximising the effectiveness of a hands-on approach, rather than the “minds-on” theoretical approach advocated by traditional engineering programmes in enhancing the teaching and learning experience.