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

By G. V. D. Watering, D. Gijbels, Filip Dochy, J. Rijt. 2008

176 citations recorded by the source corpus.

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.

Subfields: Education, Media Technology

View Paper: https://www.semanticscholar.org/paper/012e3c034338f563e045f4811afddfef6ba48b34

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Citations in the corpus

Perceptions of effectiveness, fairness and feedback of assessment methods: a study in higher education (2015, background): “This study makes a contribution to overcome the missing links in existing research into the preferences of higher education students in relation to assessment methods and their results (Watering et al. 2008), into Table 4.”
Authentic Assessment and Pedagogical Strategies in Higher Education (2010, methodology): “…in answering the question of the relations between the students’ perceptions and assessment due to implications that students should have the opportunity to show their competence on different assessment methods in order to build a cle r assessment preferences (Van de Watering et al., 2008).”
Mobile-based assessment: Investigating the factors that influence behavioral intention to use (2017, background): “Third, investigating the factors influencing MBA acceptance is essential for improving the educational outcome (Watering et al., 2008).”
Assessment revisited: a review of research in Assessment and Evaluation in Higher Education (2016, unknown): “Email: dianapereira@ie.uminho.pt © 2015 Taylor & Francis Assessment & Evaluation in Higher Education, 2016 Vol. 41, No. 7, 1008–1032, http://dx.doi.org/10.1080/02602938.2015.1055233 1997; Brown and Knight 1994; Watering et al. 2008).”