Exploring the Role of a Learner-Centered Assessment Approach in Developing Undergraduate Business Students’ Entrepreneurial Knowledge, Skills, and Mindset

dc.contributor.advisorKoh, Kim
dc.contributor.authorKhan, Sharaz
dc.contributor.committeememberChu, Man-Wai
dc.contributor.committeememberLock, Jennifer
dc.contributor.committeememberSimmons, Marlon
dc.contributor.committeememberKelly, Robert
dc.contributor.committeememberLi, Qing
dc.description.abstractUnlike the traditional teacher/instructor-centered approach, Learner-Centered Assessment (LCA) promotes students’ active learning that occurs according to the needs of the 21st-century society. The process of creating LCA is not a ready-made solution, making it possible to develop a unique, inclusive model that could be implemented with the same success in different education settings. Research has shown that LCA makes student learning more meaningful by being applied through discovery, creative, and inductive approaches. It enables independent work of learners to be more apparent and better represented and focused on individualization and individual gains. Using LCA, students in undergraduate business programs are expected to develop the following entrepreneurial skills: dynamic strategies, research, creativity, and an entrepreneurial mindset (e.g., the ability to recognize an entrepreneurial culture and effectively manage a team). The characteristics of LCA have been recognized to go above the definition and conceptual delimitation of standardized testing and rote learning. Using LCA, a balanced approach to teaching and learning the necessary 21st-century entrepreneurial skills and recognizing the responsibility of being the mediator of the LCA approach can be manifested through innovative instructional strategies involving the use of technology. In my study of the role of LCA in the development of undergraduate students’ entrepreneurship through the redesign of learning tasks in a course, the mixed methods research design guided my data collection using pre- and post-LCA questionnaires, one-on-on interviews, and observations. The data enabled me to answer research questions pertaining to undergraduate business students’ perceptions of the value of LCA on developing their entrepreneurial knowledge, skills, and mindset, as well as their learning experiences of LCA in the course and the affordances and challenges of incorporating the use of technology into LCA.en_US
dc.identifier.citationKhan, S. (2022). Exploring the role of a Learner-Centered Assessment approach in developing undergraduate business students’ entrepreneurial knowledge, skills, and mindset (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca.en_US
dc.publisher.facultyWerklund School of Educationen_US
dc.publisher.institutionUniversity of Calgaryen
dc.rightsUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.en_US
dc.subject.classificationEducation--Curriculum and Instructionen_US
dc.subject.classificationEducation--Tests and Measurementsen_US
dc.titleExploring the Role of a Learner-Centered Assessment Approach in Developing Undergraduate Business Students’ Entrepreneurial Knowledge, Skills, and Mindseten_US
dc.typedoctoral thesisen_US
thesis.degree.disciplineEducation Graduate Program – Educational Researchen_US
thesis.degree.grantorUniversity of Calgaryen_US
thesis.degree.nameDoctor of Education (EdD)en_US
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