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Studies the profiling of first year students studying the Quantitative Methods for Business module at a British university, and makes policy recommendations to improve student performance. Indicates that the highest proportion of students are United Kingdom students, 58% of the students are male, and only 30% of the students are mature students. (Author/ASK)

A British polytechnic's first experiences with having one segment of a major examination be known to students ahead of time is discussed, and an empirical comparison of this and the traditional test type is presented. (MSE)

Student performance on an undergraduate honors degree was examined using four different assessment methods (traditional examinations, examination on questions seen ahead of testing, case studies, and student projects). Performance is best when a variety of evaluation methods are combined and that weaker students perform best when traditional examinations are not used. (Author/MSE)

A trend among European business administration courses to collaborate on a joint degree basis with other institutions in Europe is discussed. The performance of students from England, France and Germany on a common business administration course was examined. The German students performed better than both the British and French students. (Author/MLW)

A business administration program in England introduced the use of formative (20 percent) as well as summative (80 percent) evaluation in assessing student performance. Since the practice began in 1974 it seems to have helped improve student grades in all subjects it affects. (MSE)

The paper analyses the performance of students from three European countries, namely Britain, France and Germany, on a common Business Administration course. It does not aim to deal with the policy implications emerging from the analysis. The analysis of the marks shows that the students average performance among the three countries is best in his/her own country, that is, the British students perform best in Britain, the French students perform best in France and the German students perform best in Germany. This may be a reflection of proficiency in language and familiarity with the education system and environment of their own country. The German students perform better than both the British and French students and this is independent of the country of study. The major reason for such a performance is their age, academic record when entering the course, experience, maturity and commitment to the Course. [ABSTRACT FROM PUBLISHER]

This paper examines the student performance on an undergraduate honours degree at Middlesex Polytechnic, under four different methods of assessment, where traditional examination is combined with ‘seen’ question, case studies (seen and unseen) and projects. The analysis shows that the traditional examination should be combined with other methods of assessment as the student performance is worst under examination and the performance improves when combined with other methods. Further, the analysis shows that the weaker students benefit by achieving significantly higher marks in the non‐examination component rather than the examination. [ABSTRACT FROM PUBLISHER]

The B. A. Business Studies (Hons) Course at the Middlesex Polytechnic introduced, for the first time in 1981, three hour examinations with a ‘seen’ component as the method of assessment. This paper examines the current practice on the course, staff and students’ attitudes to this new method of assessment and the student performance under the new method. On balance the new method is preferred to continuous assessment and the student performance improves with experience. The ‘seen’ component serves its purpose as an educational tool as it improves the level of understanding. The weaker students benefit by achieving a significantly higher mark in the ‘seen’ component than the unseen component. [ABSTRACT FROM PUBLISHER]