Assurance of Learning: An Evaluation of How Grade Inflation and Course Pedagogy Impacts Students’ Learning Sustainability in Business Core Courses

Abstract

The Major Field Test in Business and the Comprehensive Business Exam are both used by higher education institutions for business program assurance of learning (AoL) purposes. However, the impact of grade inflation and course pedagogy on AoL analysis has not been explored in the literature, and the present paper extends the research stream in this area. The active learning approach to course pedagogy was identified as a contributor to student learning sustainability and how grade inflation confounds the AoL process was explored. Implications for improving students’ learning outcomes are presented.