Formative Assessment in Business and Entrepreneurship Education in Poland

Abstract

This study aims to investigate the overall process of implementing formative assessment and teaching practices in business schools in Poland. Formative assessment shows how useful and impactful is engaging students in the process of acquiring knowledge, solving teamwork business case studies, dealing with simulated business decisions instead of taking and passing final exams. Students majoring in business in Polish universities need to rely on multiple feedback information from formative assessment to evaluate their knowledge performance and improve their practical business and social skills. Group interaction and communication are also essential channels for them to self-assess and peer-assess, to take advantage of own strengths and to overcome own weaknesses. The study employed questionnaire survey, in-depth interviews and observations as the research methods. The results of this study showed that students majoring in business in post-communist states like Poland, compared to students in Western countries, need to be involved more in formative assessment practices which help them to shift away from traditional process of acquiring knowledge to focus rather on acquiring real-life business skills and capacities.