Student perspectives on human resource management assessment methods

Published Apr 10, 2024 · Updated Feb 23, 2026

assessment methodshuman resource management

Introduction

Unclear or unfair assessment can undo weeks of good teaching. Student comments on HRM modules often focus on the same pressure points: exam anxiety, group work fairness, and confusion about expectations.

This article summarises student views on coursework, exams, group work, and the overall assessment structure in UK higher education Human Resource Management (HRM) courses.

If you collect open-text feedback, using text analysis tools for open-text student feedback alongside student surveys can surface recurring themes and help staff prioritise improvements. The sections below highlight what students notice most, and what to review in response.

Preferences on Assessment Methods

Students' preferences vary widely, but a few patterns come up repeatedly. Timed exams can feel high pressure, yet some students value them as a straightforward way to test knowledge under the same conditions for everyone.

Coursework such as essays and project reports gives more time to research and reflect, supporting deeper analysis in HRM. Presentations and group work build communication and teamwork skills that matter in the HR sector, but they can raise fairness concerns when effort is uneven. A balanced mix of assessment types, with transparent marking, clear roles in group work, and best practice for assessing group work fairly, can better meet different learning outcomes while maintaining confidence in the process.

The Timing of Assessments

Timing has a big impact on preparation and performance. Students consistently highlight two things: enough notice for each assessment, and a deadline pattern that does not cluster multiple major submissions into the same week.

When deadlines are tightly packed, stress rises and quality can drop, even for capable students. Sequencing tasks so that early assessments build skills for later ones can improve learning, not just workload management. For staff, reviewing your assessment calendar through a student lens is a practical way to improve fairness without changing learning outcomes. If you can only change one thing, publish key dates early and avoid deadline clusters.

The Importance of Clarity and Guidance

Clear expectations reduce anxiety and improve work quality. Detailed briefs, marking criteria, and examples of strong submissions help students understand what "good" looks like, especially in writing-heavy HRM modules.

Students also benefit from low-stakes practice, such as short formative tasks, mock tests, or workshops on structure and argument. Timely, constructive feedback then helps students correct misunderstandings before the next assessment and build confidence. For HRM teaching teams, clarity is part of good assessment design and an investment in better submissions.

Assessment Structure Insights

HRM courses often use a blend of group tasks, presentations, and individual assignments to reflect real HR practice, where independent analysis and teamwork both matter. Students notice when the balance feels off. Over-reliance on one format can narrow what is rewarded and leave some students feeling their strengths are not recognised.

Design details matter too: word counts, how marks are allocated within group work, and whether students can choose roles that fit their skills. Simple mechanisms, such as individual reflections within a group project or peer evaluation, can make contributions more visible and reduce perceived unfairness. Student surveys and open-text comments can then highlight which formats feel most transparent and where guidance needs strengthening.

Challenges of Online Learning

Moving assessments online has changed what feels fair and manageable. Maintaining academic integrity in remote exams is difficult, and the shift has increased the use of take-home assignments that reward different skills than timed tests.

Students also face uneven conditions, such as internet reliability, quiet study space, and confidence with digital tools. These factors can affect performance as much as subject knowledge. Online feedback can feel slower or less personal too. For staff, fair online assessment often means combining formats, offering clear instructions and practice with the platform, and building in flexibility where it does not compromise standards. A short practice quiz or mock submission can also reduce tech anxiety and reveal access issues early.

Human Resource Management Specific Assessments

Some HRM assessments are highly applied and contextual. For example, upper-year exams that draw on economics and the world economy, alongside practical HR skills assessments, test more than recall. They ask students to apply concepts to scenarios that resemble workplace decisions.

Using case studies, role-plays, and scenario-based questions can make assessment more authentic and help students practise judgement, communication, and ethical reasoning. For institutions teaching HRM, the goal is to assess both theoretical understanding and the ability to use it, which is what employers expect (for wider feedback beyond assessment design, see student perspectives on HRM course content).

Perspectives on Coursework Quality

Students often judge coursework quality by three things: how clear the brief is, whether expectations feel achievable, and how consistent marking is across modules. When difficulty varies widely between courses, it can be hard to maintain standards in research and writing while also meeting other deadlines.

Workload and resource access matter too. In-depth research and critical thinking are core to HRM, but they take time and depend on access to readings and academic support. Fair grading becomes more complex when cohorts include diverse academic backgrounds and differing familiarity with UK assessment conventions. Listening to feedback on task difficulty, instructions, and marking criteria can help you keep coursework challenging while making it feel equitable.

Lecturer Support and Feedback

Lecturer support can make the difference between a student guessing the brief and producing a strong piece of work. Prompt, specific feedback helps students understand how to improve and apply learning to the next task. It is most useful when it arrives early enough to use, not just after marks are final.

Approachability matters too. Clear routes for questions, quick clarification of briefs, and signposting resources reduce uncertainty and improve outcomes. Where extensions are appropriate, handling them consistently and empathetically helps students manage genuine constraints without feeling penalised. For HRM staff, these support behaviours can lift both satisfaction and performance across the module.

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