Students’ assessment preferences and approaches to learning: can formative assessment make a difference?

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Student Perceptions and Preferences for Feedback (2009, background): “…them to memorise and reproduce factual contents of study materials, and ‘deep learners’ have been found to prefer courses which are intellectually challenging and where assessment procedures allow them to demonstrate their understanding (Biggs, 2003; Entwistle & Tait, 1990; Gijbels & Dochy, 2006).”
Students’ approaches to learning and assessment preferences in a portfolio-based learning environment (2008, methodology): “There was also a significant positive relationship between a surface approach to learning and a preference for student participation in exams, but this relationship disappeared after the experience with formative assessment (Gijbels and Dochy 2006).”
The relationship between students’ perceptions of portfolio assessment practice and their approaches to learning (2008, result): “The study of Gijbels and Dochy ( 2006 ) confirmed these results.”
Using student-centred learning environments to stimulate deep approaches to learning: Factors encouraging or discouraging their effectiveness (2010, methodology): “…et al. (2008), Trigwell and Prosser (1991a) and Wilson et al. (1997) Student factors Initial approach to learning Balasooriya, Toohey et al. (2009), Gijbels and Dochy (2006), Gijbels et al. (2008), Herington Crawford et al. (1998), Fox et al. (2001), Gijbels et al. Please cite this article in…”