Assessment as a conversation in business degree programmes

Susan Scoffield, Svetlana Warhurst, Monika Foster, Cathy Myles

Research output: Contribution to conferencePaperpeer-review


"Learning with friends, families, peer groups and professionals should be recognized as significant, and be valued and used in formal processes in higher education" (Ashwin, 2016, p 22).

There is a large body of literature on methods of assessment in higher education, however according to Race (2014, p 72), NSS results continue to reflect student dissatisfaction with assessment and feedback.

One of the roles of assessment is "to provide information to enable students to improve their performance" (Ashwin, 2016, p 252). It is acknowledged that assessment plays a major role in student learning (Shute, 2008; Race, 2014). Traditionally, the completion of many degree assessments has tended to be a lone activity involving the writing of individual reports, essays, literature reviews and examinations. Information on assessment requirements and the relevant business models, theory and applied examples is provided through tutor-student dialogue in lectures, seminars and tutorials, and tutors using both face-to-face and online communication provide formative feedback. Typically, the student working as an independent individual produces the assessment and the written or audio summative feedback is returned to the individual student with the marked work.

The business professions are characterized by individuals operating in a networked world, a world that features coproduction between individuals within businesses, coproduction between businesses and consumers (McCulloch, 2009) and collaboration between organizations (Wastiau, 2015). This session aims to explore the role of dialogue in assessment: the group will consider examples of how students could be encouraged to take up additional opportunities for formative feedback during the assessment process by entering into conversation with their peers and other professionals and for continuing that dialogue as feed-forward after the return of marks. We will also explore ways of further embedding that conversation into our summative feedback processes.
Original languageEnglish
Number of pages1
Publication statusPublished - 28 Jun 2017
Externally publishedYes
EventThe 6th International Assessment in Higher Education Conference - Manchester, United Kingdom
Duration: 28 Jun 201729 Jun 2017


ConferenceThe 6th International Assessment in Higher Education Conference
Abbreviated titleAHE Conference 2017
Country/TerritoryUnited Kingdom
Internet address


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