This pilot study measures university students’ perceptions of graded frequent assessments in an obligatory statistics course using a novel questionnaire. Relations between perceptions of frequent assessments, intrinsic motivation and grades were also investigated. A factor analysis of the questionnaire revealed four factors, which were labelled value, formative function, positive e ects and negative e ects. The results showed that most students valued graded frequent assessments as a study motivator. A modest number of students experienced positive or negative e ects from assessments and grades received. Less than half of the students used the results of frequent assessments in their learning process. The perception of negative e ects (lower self-con dence and more stress) negatively mediated the relation between grades and intrinsic motivation. It is argued that communication with students regarding the purpose and bene ts of frequent assessments could mitigate these negative e ects.
Vaessen, B. E., van den Beemt, A. A. J., van de Watering, G. A., van Meeuwen, L. W., Lemmens, A. M. C., & den Brok, P. J. (2017). Students’ perception of frequent assessments and its relation to motivation and grades in a statistics course: a pilot study. Assessment and Evaluation in Higher Education, 42(6), 872-886. https://doi.org/10.1080/02602938.2016.1204532