Background: From 2007 to 2008, serial researches were conducted on the Student Learning Experiences, Student Learning Outcomes and Assessment Practices of an MBA degree program offered by the Asia International Open University (Macau) in collaboration with the higher institutions of the Mainland. Aims: This paper reports the findings of a research on the assessment practices of the subject program. Sample: This research involved six internal examiners, nine external examiners and two registrars of the university offering the subject program. It also involved 331 MBA candidates from 20 higher institutions of mainland China who completed the subject program. Method: Qualitative data from Technical and Non-Technical Literature was processed by Grounded Theory while quantitative data was analyzed with the aid of One Way ANOVA, Dunnett's tD Test, S-N-K Test and Tukey Test. Results: Qualitative and quantitative data analysis disclosed that variances of a common assessment task subsisted in the subject program. The less favorable Student Learning Experiences of the sampled candidates were partially attributed to the marking variances of the thesis supervisors and the examiners. Conclusion: The thesis supervisors regarded the assessment task of marking the thesis as a Norm-Referenced Assessment while the examiners regarded it as a Criteria-Referenced or an Objective-Referenced Assessment. This area of Assessment Practices is worth further study. (Contains 3 footnotes.)