Redesigning a learning and assessment environment: The influence on students' perceptions of assessment demands and their learning strategies

By Mien S. R. Segers, J. Nijhuis, Wim Gijselaers. 2006

109 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/3750d47c20a6d14f467baafdf9a7d74bad2c1c81

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Citations in the corpus

Scaffolding Self-Regulated Learning Through Self-Assessment and Peer Assessment: Guidelines for Classroom Implementation (2016, background): “…students are likely to make use of different approaches to learning, focusing mainly on strategies for either deep or surface learning (e.g., Segers et al. 2006), which highlights the interplay of classroom assessment practices (AfL) and student learning strategies (e.g., deep vs. surface…”
‘Time is not enough.’ Workload in higher education: a student perspective (2014, unknown): “Assessment that aims at memorising lists encourages the perception of an unmanageable workload (Segers, Nijhuis, & Gijselaers, 2006) and decreases motivation (Kember, 2004).”
The relationship between students’ perceptions of portfolio assessment practice and their approaches to learning (2008, result): “In addition to the very weak empirical basis for the relationship between portfolio assessment and students’ adoption of a deep learning approach, the recent study by Segers, Nijhuis, and Gijselaers ( 2006 ) showed that implementing so‐called new modes of assessment does not always lead to immediate”
The perception of workload and task complexity and its influence on students’ approaches to learning: a study in higher education (2010, background): “indicate that a high workload forces them to employ surface learning strategies (Segers et al. 2006; Struyven et al. 2006).”
Constructivist learning environments and the (im)possibility to change students’ perceptions of assessment demands and approaches to learning (2008, background): “The reliability of its scales is confirmed in other studies (e.g., Segers et al. 2006 ).”
Students’ approaches to learning and assessment preferences in a portfolio-based learning environment (2008, background): “environments incorporating constructivist design principles have found mixed results (Gijbels and Dochy 2006; Gordon and Debus 2002; Nijhuis et al. 2005; Segers et al. 2006; Sivan et al. 2000; Struyven et al. 2006; Wilson and Fowler 2005).”
Students pay attention! (2009, background): “Several authors suggest indirect evidence to link MCQ tests and essay assessments with surface and deep learning respectively (Clark, 2004; Horgan, 2003; Huxham, 2005; Scouller, 1998), although this is not a universally accepted view (Imrie, 1995; Gijbels et al., 2005; Segers et al., 2006).”
Using student-centred learning environments to stimulate deep approaches to learning: Factors encouraging or discouraging their effectiveness (2010, methodology): “…work/academic/learning/educational experience Balasooriya, Hughes et al. (2009), Groves (2005), Papinczak et al. (2008), Richardson et al. (2007), Segers et al. (2006) and Struyven et al. (2006) Beckwith (1991) and Gulikers et al. (2008) Academic skills and coping strategies Balasooriya,…”