Revisiting objective tests: A case study in integration at honours level

This paper examines the background to computer‐assisted assessment and shows how certain misconceptions or ‘myths’ have arisen around its use. It then discusses an actual implementation of computerized multiple‐choice question (MCQ) tests, addressing both the main theoretical issues, and the practicalities of the design and administration process. It confirms that honours‐level learning can be appropriately assessed using summative computer‐based objective tests, not just in the eyes of the adopting academic, but also in the eyes of the students. Care should, however, be taken to adopt a flexible implementation that is responsive to unforeseen problems

Up close and personal:feminist pedagogy in the classroom

This commentary reflects on 20+ years as marketing academics committed to a feminist, critical approach to the marketing curriculum.Feminist pedagogy focuses on critiquing the wider, macro-structural realities that impact on gender inequality. A key aim is to empower students to consider how society might be differently structured. We also advocate a multiple perspectives approach, whereby there are no absolutes but rather contexts, thus nudging students to move beyond a micro-managerial mindset, and problematising many of the assumptions embedded in marketing. This includes understanding that identity positions shape social worlds and consumption patterns. Finally we identify three tools for implementing a feminist pedagogy: subjective personal introspection (SPI), collaborative and action learning and a low-hierarchy learning environment