Authentic assessment designs and students' self-perception of leadership in business education in Vietnam

Purpose This study explores how authentic assessment has helped improve self-perception of leadership skills among business students in a developing society where authentic assessment is not popular. Design/methodology/approach Data on self-perception of leadership was collected using the Leadership Skills Inventory. Collected data was analyzed using Principal Component Analysis, two-way ANOVA, and Multiple Regressions. Findings Authentic assessment designed toward enriching teamwork positively affects leadership development. Students' involvement in extra-curricular activities fosters the impact of authentic assessment on self-perception of leadership. Female students demonstrate higher self-confidence in leadership, which is surprising to the conventional view of cultural expectations. Work-integrated learning assessment or cross-country real-trade data assessment projects do not trigger gender biases in self-perception of leadership. Practical implications Our study emphasizes the importance of group work authentic assessments and a work-integrated approach to authentic assessment design in business education. Originality/value The results provide meaningful implications regarding authentic assessment development in business education in a developing country where authentic assessment is not common at high school and university levels.