Techniques for assessing skills and knowledge in a business strategy classroom

Abstract

The purpose of this paper is two-fold. The first is to present the structure of an undergraduate course entitled Business Policy and Strategic Management taught at the DeGroote School of Business, McMaster University. The second is to answer four research questions that are of interest to instructors developing and delivering similar courses. After analysing the performance of 1551 students in a fourth-year course, several insights are offered, including the suggested use of Multiple-Choice Tests (MCTs) as the most accurate measure of student achievement.

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