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    Rights statement: The final, definitive version of this article has been published in the Journal, Entrepreneurship Education and Pedagogy, 2 (1), 2018, © SAGE Publications Ltd, 2018 by SAGE Publications Ltd at the Entrepreneurship Education and Pedagogy page: http://journals.sagepub.com/home/EEX on SAGE Journals Online: http://journals.sagepub.com/

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Student Assessment of Venture Creation Courses in Entrepreneurship Higher Education – An Interdisciplinary Literature Review and Practical Case Analysis

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Student Assessment of Venture Creation Courses in Entrepreneurship Higher Education – An Interdisciplinary Literature Review and Practical Case Analysis. / Wenninger, Helena Eva.

In: Entrepreneurship Education and Pedagogy, Vol. 2, No. 1, 01.01.2019, p. 58-81.

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@article{946a2ed9abf84af1815861d6de714fc2,
title = "Student Assessment of Venture Creation Courses in Entrepreneurship Higher Education – An Interdisciplinary Literature Review and Practical Case Analysis",
abstract = "Entrepreneurship Education (EE) is growing and considered to support many beneficial economic and personal developments. This paper aims to enrich the scarce research on student assessment in EE, since assessment is a powerful tool to motivate and encourage students to engage in and experiment with venture creation activities even when they have no initial intrinsic motivation in entrepreneurial practice. First, EE research and assessment literature from related creative disciplines were analysed. Second, the derived results have been used to redesign student assessment in an undergraduate venture creation course. Lessons learnt – what worked well and what did not work well – are discussed. The results indicate that more innovative assessment formats are needed, because they are best suited for action-based, experiential, and learning-by-doing (ABELD) venture creation courses. An enriched pool of assessors, peer feedback as well as reflective self-assessment, and a shift to formative and process-oriented assessment are promising student assessment methods for ABELD venture creation courses, which better account for ambiguous entrepreneurial real-life situations. However, educators{\textquoteright} resources should be taken into account. The paper contributes to our understanding of student assessment of venture creation courses in EE in higher education and offers practical recommendations for educators.",
keywords = "entrepreneurship education, student assessment, venture creation, entrepreneurial learning, experiential learning",
author = "Wenninger, {Helena Eva}",
note = "The final, definitive version of this article has been published in the Journal, Entrepreneurship Education and Pedagogy, 2 (1), 2018, {\textcopyright} SAGE Publications Ltd, 2018 by SAGE Publications Ltd at the Entrepreneurship Education and Pedagogy page: http://journals.sagepub.com/home/EEX on SAGE Journals Online: http://journals.sagepub.com/",
year = "2019",
month = jan,
day = "1",
doi = "10.1177/2515127418816277",
language = "English",
volume = "2",
pages = "58--81",
journal = "Entrepreneurship Education and Pedagogy",
issn = "2515-1274",
number = "1",

}

RIS

TY - JOUR

T1 - Student Assessment of Venture Creation Courses in Entrepreneurship Higher Education – An Interdisciplinary Literature Review and Practical Case Analysis

AU - Wenninger, Helena Eva

N1 - The final, definitive version of this article has been published in the Journal, Entrepreneurship Education and Pedagogy, 2 (1), 2018, © SAGE Publications Ltd, 2018 by SAGE Publications Ltd at the Entrepreneurship Education and Pedagogy page: http://journals.sagepub.com/home/EEX on SAGE Journals Online: http://journals.sagepub.com/

PY - 2019/1/1

Y1 - 2019/1/1

N2 - Entrepreneurship Education (EE) is growing and considered to support many beneficial economic and personal developments. This paper aims to enrich the scarce research on student assessment in EE, since assessment is a powerful tool to motivate and encourage students to engage in and experiment with venture creation activities even when they have no initial intrinsic motivation in entrepreneurial practice. First, EE research and assessment literature from related creative disciplines were analysed. Second, the derived results have been used to redesign student assessment in an undergraduate venture creation course. Lessons learnt – what worked well and what did not work well – are discussed. The results indicate that more innovative assessment formats are needed, because they are best suited for action-based, experiential, and learning-by-doing (ABELD) venture creation courses. An enriched pool of assessors, peer feedback as well as reflective self-assessment, and a shift to formative and process-oriented assessment are promising student assessment methods for ABELD venture creation courses, which better account for ambiguous entrepreneurial real-life situations. However, educators’ resources should be taken into account. The paper contributes to our understanding of student assessment of venture creation courses in EE in higher education and offers practical recommendations for educators.

AB - Entrepreneurship Education (EE) is growing and considered to support many beneficial economic and personal developments. This paper aims to enrich the scarce research on student assessment in EE, since assessment is a powerful tool to motivate and encourage students to engage in and experiment with venture creation activities even when they have no initial intrinsic motivation in entrepreneurial practice. First, EE research and assessment literature from related creative disciplines were analysed. Second, the derived results have been used to redesign student assessment in an undergraduate venture creation course. Lessons learnt – what worked well and what did not work well – are discussed. The results indicate that more innovative assessment formats are needed, because they are best suited for action-based, experiential, and learning-by-doing (ABELD) venture creation courses. An enriched pool of assessors, peer feedback as well as reflective self-assessment, and a shift to formative and process-oriented assessment are promising student assessment methods for ABELD venture creation courses, which better account for ambiguous entrepreneurial real-life situations. However, educators’ resources should be taken into account. The paper contributes to our understanding of student assessment of venture creation courses in EE in higher education and offers practical recommendations for educators.

KW - entrepreneurship education

KW - student assessment

KW - venture creation

KW - entrepreneurial learning

KW - experiential learning

U2 - 10.1177/2515127418816277

DO - 10.1177/2515127418816277

M3 - Journal article

VL - 2

SP - 58

EP - 81

JO - Entrepreneurship Education and Pedagogy

JF - Entrepreneurship Education and Pedagogy

SN - 2515-1274

IS - 1

ER -