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Assessing Experiential Entrepreneurship Education: Key Insights from Five Methods in Use at a Venture Creation Programme

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Experiential Learning for Entrepreneurship

Abstract

Experiential education continues to be challenged around student assessment. This chapter brings insights from the field of entrepreneurship education to experiential education assessment. Contributions from assessment practice in action-based entrepreneurship education are presented in regard to five established assessment methods in experiential education: performance assessment, reflective assessment, peer/self-assessment, e-assessment and constructive alignment. The chapter analyses how these methods are applied in a venture creation programme (VCP), where the key learning vessel is creation of a real-life venture. In VCPs, students experience an emotional roller-coaster, impacting learning well beyond cognitive development. Assessment-related insights from the VCP are generalized into experiential education. Contributions include a new model for emotional activity-based performance assessment, emphasis on constructive alignment and recommendations for IT-based reflective and peer assessment.

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Authors and Affiliations

  1. Division of Entrepreneurship and Strategy, Department of Technology Management and Economics, Chalmers University of Technology, Gothenburg, Sweden

    Martin Lackéus & Karen Williams Middleton

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  1. Martin Lackéus
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  2. Karen Williams Middleton
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Correspondence to Karen Williams Middleton .

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  1. University of Bolton, Bolton, United Kingdom

    Denis Hyams-Ssekasi

  2. University of Huddersfield, Huddersfield, United Kingdom

    Elizabeth F. Caldwell

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Lackéus, M., Williams Middleton, K. (2018). Assessing Experiential Entrepreneurship Education: Key Insights from Five Methods in Use at a Venture Creation Programme. In: Hyams-Ssekasi, D., Caldwell, E. (eds) Experiential Learning for Entrepreneurship. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-90005-6_2

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