Abstract

Assessment in education is defined as a process of systematic gathering of evidence, review and use of information to make judgements and draw inferences about student’s achievements and performances, as well as potential improvements in student learning and development. Despite its importance for educators and policy-makers, there is still little research on the assessment of entrepreneurship education. The assessment of entrepreneurship education is particularly complex, as it does not only include educating ‘about’ entrepreneurship and enterprise, but also educating ‘for’ entrepreneurship. In this perspective, assessing student-level entrepreneurship education should be based on tools able to evaluate transversal competences. From an education science perspective, we review the available literature to suggest how to develop sound theoretical and empirical approaches for the methodical assessment of transversal competences in entrepreneurship education, aiming to offer insight for entrepreneurship researchers, educators and policy-makers.