In the second case study, a school was evaluating its undergraduate entrepreneurship-focused business program by having learners complete a comprehensive exam and deliver a portfolio assignment during the capstone course. The students scored well on their comprehensive exams, and their portfolios showed a mastery of technical skills. However, a standardized rubric captured and quantified a noticeable lack of creativity. To uncover the root cause of this problem, the school

When AACSB held its Assessment and AoL Conference in New York City last March, one topic repeatedly emerged as a focal point among participants and presenters: indirect assessment. No doubt the same topic will be a major theme of the next conference, scheduled for May 12–14, 2025, in London. The concept of indirect measures is not new, but the