Student Performance: Assessment Centers Versus Traditional Classroom Evaluation Techniques

Abstract

Assessment center (AC) scores were compared with traditional large-class evaluation techniques (i.e., multiple-choice exams, group project grades, and discussion section scores), grade point average, and intelligence test scores. Undergraduate business students (n = 347) were videotaped during an AC session consisting of an in-basket, two leaderless group discussions, and a speech. Trained raters used behavioral checklists to evaluate performance. AC scores correlated moderately with traditional evaluation techniques, suggesting that ACs measure knowledge acquisition in addition to skills acquired but not captured by traditional techniques. Their use is thus consistent with the emphasis on skill-based learning.