The typical approach to student-centred learning in Economics has focused on innovation within the classroom, with little thought given to how this complements teaching and learning and, crucially, assessment. This paper reflects on the implementation of constructive alignment in a final year managerial economics course. It demonstrates how it is…

This study looks at the fairness of assessing learning journals both as the fairness in creating a valid and robust marking process as well as how different student groups may have unfair disadvantages in performing well in reflective assessment tasks. The fairness of a marking process is discussed through reflecting on the practical process and…