Assurance of learning (AoL) processes for continuous improvement and accreditation require business schools to assess program goals. Findings from the process can lead to changes in course design or curriculum. Often AoL assignments are embedded into existing courses and assessed at regular intervals. Faculty members may evaluate an assignment in their course and a business faculty colleague may also evaluate the assessment. This study uses the AoL data from a quantitative decision making course and finds bias, leading to imprecise assessments by business faculty of their students' performance. Implications and areas for future research are discussed.