Students’ assessment preferences, perceptions of assessment and their relationships to study results

G.A. van de Watering, D. Gijbels, F. Dochy, J. van der Rijt

    Research output: Contribution to journalArticleAcademicpeer-review

    68 Citations (Scopus)
    219 Downloads (Pure)

    Abstract

    The purposes of this study are to gain more insight into students’ actual preferences and perceptions of assessment, into the effects of these on their performances when different assessment formats are used, and into the different cognitive process levels assessed. Data were obtained from two sources. The first was the scores on the assessment of learning outcomes, consisting of open ended and multiple choice questions measuring the students’ abilities to recall information, to understand concepts and principles, and to apply knowledge in new situations. The second was the adapted Assessment Preferences Inventory (API) which measured students’ preferences as a pre-test and perceptions as a post-test. Results show that, when participating in a New Learning Environment (NLE), students prefer traditional written assessment and questions which are as closed as possible, assessing a mix of cognitive processes. Some relationships, but not all the expected ones, were found between students’ preferences and their assessment scores. No relationships were found between students’ perceptions of assessment and their assessment scores. Additionally, only forty percent of the students had perceptions of the levels of the cognitive processes assessed that matched those measured by the assessments. Several explanations are discussed.
    Original languageEnglish
    Pages (from-to)645-658
    JournalHigher Education
    Volume56
    Issue number6
    DOIs
    Publication statusPublished - 2008

    Fingerprint

    Dive into the research topics of 'Students’ assessment preferences, perceptions of assessment and their relationships to study results'. Together they form a unique fingerprint.

    Cite this