What do business and management students say about assessment?

assessment methodsbusiness and management (non-specific)

Students say assessment often lacks clarity, consistency and parity. In the UK National Student Survey (NSS), the Assessment methods theme skews negative across the sector: 28.0% Positive, 66.2% Negative, 5.8% Neutral (index −18.8) from 11,318 comments. In business and management (non-specific), students are more positive overall (≈52.6% Positive, 42.8% Negative), yet concerns concentrate around Assessment methods (2.8%, −21.2) and Marking criteria (4.0%, −46.5). The category captures how assessment is designed and communicated across UK programmes, while the discipline lens aggregates feedback across generalist business courses; together they point to practical fixes that shape this case study: concise briefs, checklist rubrics, marker calibration, and programme-level coordination.

Assignment Structure?

In the area of Business and Management, structuring assignments effectively is key to truly reflecting the complexities students may encounter in the real world. This often involves creating tasks that not only test students on textbook knowledge but also the application of that knowledge in dynamic scenarios. However, provide unambiguous instructions and marking criteria to prevent confusion and ensure fair assessment of student work.

Critically, varied assessment methods can either support or hinder the demonstration of student competencies. Whereas written assignments allow for in-depth analysis, case studies and simulations challenge students to apply theories in practical contexts. Design assignments to reflect these different skills and align to learning outcomes.

Engaging students through feedback, including text analysis tools and student surveys, gives staff actionable insight into how assignment structures impact learning. Apply this insight by issuing one‑page assessment briefs, using checklist‑style rubrics with descriptors, and releasing briefs early with accessible formats; these steps reduce friction for mature/part‑time learners and orient not UK domiciled students to expectations.

Exam Construction?

The construction of exams within Business and Management draws scrutiny when scope or question types do not match intended learning. Students report some exams fail to measure capability across the breadth of knowledge and application, even if this sometimes reduces stress.

Create exams that are fair and comprehensive through a balanced mix of multiple-choice, short problems, essays, and case analysis so theoretical knowledge and practical application are both evaluated. Align questions to learning outcomes and publish what is permitted (resources, referencing) to reinforce transparency.

Calibrate markers quickly using 2–3 anonymised exemplars at grade boundaries and record moderation notes. For larger cohorts, use targeted double‑marking where variance is highest. Provide a short post‑assessment debrief summarising common strengths and issues to improve perceived fairness before individual marks are released.

Module Content?

Within each Business and Management module, content selection shapes applied capability. When lectures lack depth or assessment samples theory via narrow formats, students struggle to demonstrate application. Combining structured quizzes with case studies, presentations or reflective pieces promotes critical application and retention, provided the mix maps to learning outcomes.

Coordinate at programme level to avoid duplication and deadline pile‑ups. A single assessment calendar and brief cross‑module mapping prevents method clashes and supports workload equity across the cohort.

Assessment & Evaluation?

Assessment methods signal what “good” looks like; where criteria appear opaque, students perceive evaluation as an estimate rather than a measurement. Given business students’ concerns about Assessment methods and Marking criteria, publish annotated exemplars aligned to the rubric and clarify weightings and common pitfalls in the assessment brief.

Review restrictive word counts or timings where they inhibit demonstration of outcomes. Incorporate more authentic tasks—projects, pitches, or viva-style components—with asynchronous options where needed. Use text analytics to spot recurring misunderstandings and adjust the assessment brief or marking guidance accordingly, and close the loop with a concise debrief.

Group Work?

Group projects simulate real business environments but often surface concerns about uneven contribution and grading fairness. Standardise roles in briefs, use light‑touch contribution tracking and peer evaluation, and include a small individual component (reflection or individual artefact) to ensure parity. Offer asynchronous alternatives for oral components to support diverse cohorts while still assessing collaborative skills.

COVID-19 Impact?

The pandemic normalised online and open-book assessment and increased the use of coursework and virtual presentations. Retain what works: flexible formats, transparent guidance, and opportunities for staged feedback. Address integrity and access by providing short orientation on assessment formats, academic integrity and referencing, and by building accessibility in from the start with alternative formats and captioned/oral options.

Coursework Relevancy?

Align coursework tightly to real-world business scenarios to sustain motivation and build employability. Use live or realistic datasets, concise client-style briefs, and collaborative tasks that mirror professional practice. Student surveys and debriefs should inform iterative refinement so tasks remain current with industry expectations.

Content Delivery?

Lengthy lectures, whether online or in-person, can dilute engagement. Blend delivery with interactive case work, short quizzes, and discussion. Keep a single source of truth for assessment information in the VLE, and use predictable update rhythms so students can plan. Invite quick feedback on delivery and assessment load within modules and act promptly on themes.

How Student Voice Analytics helps you

• Surfaces the Assessment methods picture for Business and Management by segment (age, mode, domicile/ethnicity, disability) so you can target clarity, parity and flexibility where they matter most.
• Tracks sentiment over time and provides concise, anonymised summaries you can share with programme and module teams to calibrate briefs, rubrics and marking.
• Benchmarks against the wider sector and discipline peers, helping you evidence improvement for internal quality processes and external audiences (including NSS-related action planning).
• Exports tables and summaries for boards and reviews, and supports like‑for‑like comparisons by subject mix and cohort profile so operational fixes translate into measurable gains.

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