© 2008 Sage Publications. Pre-print version. Printed in Journal of Marketing Education, Volume 30, Issue 2, August 1, 2008, pages 150-159. The final, definitive version of the article is available at http://online.sagepub.com/. Article DOI: http://dx.doi.org/10.1177/0273475308317706.
This article describes the development and implementation of assessment in our new outcome-based marketing curriculum (described fully in Borin, Metcalf, and Tietje 2007). Outcomes for the marketing curriculum were specified at the program, department, course, and lesson levels. Direct embedded assessments as well as indirect assessment methods were used to gauge student achievement. Results indicate that, on both self-reported (indirect) and direct, as well as non-embedded and embedded assessments, significant value-added learning occurred. We chronicle the stages in developing and implementing an assessment plan, and reflect on our experiences in the process to provide a roadmap for other marketing departments who also face the transition from teaching to learning.
Educational Assessment, Evaluation, and Research | Marketing