Abstract
The purpose of this study was to get more insight in the effects of written assessment tasks integrated in a problem‐based learning environment. Both the influence on students' performances and students' perceptions were investigated. Students' final exam results were used to find out whether students who make the assessment tasks do better than students who do not. Answers from questionnaires and semi‐structured interviews were used to discover the most important concerns in students' and teachers' perceptions of the assessment tasks. The results indicate that making the assessment tasks had positive influence on the students' overall performance. From the questionnaires and interviews it appears that both the students and the teachers see the benefits of the assessment tasks. It is concluded that small steps in the change of the assessment system can result in relatively big changes in students' learning and results
| Original language | English |
|---|---|
| Pages (from-to) | 73-86 |
| Journal | Assessment and Evaluation in Higher Education |
| Volume | 30 |
| Issue number | 1 |
| DOIs | |
| Publication status | Published - 2005 |
| Externally published | Yes |