Abstract
Prior research documents the need for greater use of in-house knowledge assessment tools in effective academic program assessment (Nicholson, Barnett, and Dascher 2005; Miller, Chamberlain, and Seay 1991). However, the task of developing such in-house examinations is described as difficult and time consuming (Nicholson, Barnett, and Dascher 2005; Eastman and Allen 1999). Drawing on the foundations for effective assessment found in education and management literature, we discuss in detail our department's successful experience with such an examination. This discussion is offered with the hope that marketing faculty who seek to develop and implement in-house knowledge examinations will experience reduced difficulty in their own department's assessment efforts.
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