An Application of Formative Assessment Theory to Improve Business Student Learning on Environmental Sustainability
Yushan Zhao

Abstract
In business education, an important outcome is students’ knowledge and skills promoting environmental sustainability. The goal of this study is to apply formative assessment theory to assess business student learning on environmental sustainability. The formative assessment includes observations, questioning, discussions, self-assessment, case presentations, short essays, quizzes, etc. Environmental sustainability is assessed in seven areas, including environmental sustainability policy and administration, climate change, resource efficiency, clean products and services, resource use, alternative energy, and waste management. A framework is developed incorporating student learning goals, formative assessment, and student performance. The study uses a rubric to evaluate 103 students on awareness of environmental sustainability in a traditional business course in the middle of semester. The results indicate that students’ knowledge on environmental sustainability improved significantly through formative assessment practices. Therefore, more integration of environmental sustainability in business courses is recommended for students to think critically and solve meaningful environmental problems.

Full Text: PDF