Undergraduate, MBA programmes, and PGDM (Post Graduate Diploma in Management) courses of Indian B-schools conduct testing based on periodic examinations as per course requirements, even though internal testing provides no peer-level comparisons as to the level of learning, value added, and knowledge retention of the students - a mandatory requirement in most accreditation assessment practices. Even many recruiters visiting the campuses during the placement season would prefer an external validation of the student learning outcome through a score sheet.
In cooperation with our Indian partner, the SEAA Trust located in Delhi India (www.seaastandards.org), Peregrine Academic Services provides online exam services used for summative programme assessment specific to Indian b-schools. The exam services are used to satisfy several internal and external academic programme evaluation requirements from the international accreditation organisations including the AACSB, ACBSP, and IACBE.
Specific exams are available to assess learning outcomes associated with undergraduate business programmes, MBA, PGDM, and doctoral level programmes.
The most common assessment construct is an Inbound/Outbound Exam approach. Students at the start of the academic programme complete the Inbound Exam. The Outbound Exam is administered to the students at the end of the academic programme. Many schools also use a Midpoint Exam to measure student progress within the programme of study. All exams are provided online, with or without an exam proctor, using a secure web service that includes safeguards to ensure exam integrity.
The difference in Inbound and Outbound exam scores, both cumulatively and individually, is your direct measure of learning and the value added by the academic institution. Programme-level and course-level learning outcomes are evaluated, analysed, and assessed using the detailed reporting provided with the service. External benchmarking includes the comparisons of the percent change and the Outbound Exam results to other academic institutions.
Collectively, the assessment construct is designed to satisfy several programmatic and institutional accreditation needs.