The influence of assessment method on students' learning approaches: Multiple choice question examination versus assignment essay

By K. Scouller. 1998

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Achievement Goal Theory at the Crossroads: Old Controversies, Current Challenges, and New Directions (2011, unknown): “…shows that surface learning is a negative or, at best, null predictor of achievement D o w n l o a d e d by [ U n i v e r s it y o f N o r t h e r n C o l o r a do ] a t 12 : 56 02 A u g u s t 2011 (e.g., Biggs, 1985; Diseth & Martinsen, 2003; Nolen, 1988; Scouller, 1998; Trigwell & Prosser, 1991).”
University Students’ Perceptions of and Attitudes Toward (Online) Peer Assessment (2006, background): “Assessment methods are found to be associated with students' learning approaches (Scouller 1998); therefore, teachers should carefully choose ordinary and alternative assessment tools to enhance student learning.”
Students’ Adaptation of Study Strategies When Preparing for Classroom Tests (2007, background): “Indeed, some studies have shown that, on average, students vary strategies according to the task demands ( Scouller, 1998; Tang, 1992; Thomas & Bain, 1984), and as a result, increase their test performance for different study tasks (Scouller, 1998; Tang, 1992).”
The relationship between students’ approaches to learning and the assessment of learning outcomes (2005, background): “ Scouller (1998) found that success in multiplechoice examinations was related to the perception of the questions as assessing lower levels of cognitive processes and the non-employment of deep strategies.”
Technology-enhanced learning and teaching in higher education: what is ‘enhanced’ and how do we know? A critical literature review (2014, methodology): “When actual course assessments are used, those conducting the study need to be aware that the form of assessment influences what students attend to in learning activities and how they approach the task (Marton & Säljö 2005; Scouller 1998).”
Assessment revisited: a review of research in Assessment and Evaluation in Higher Education (2016, methodology): “Assessment has significant effects on student learning (Gibbs 1999; Scouller 1998), as assessment and learning are closely related (Light and Cox 2003; Scouller 1998).”
Evaluating the Consequential Validity of New Modes of Assessment: The Influence of Assessment on Learning, Including Pre-, Post-, and True Assessment Effects (2003, background): “Research into student learning in higher education over a number of years has provided considerable evidence to suggest that student behaviour and student learning are very much influenced by assessment (Ramsden, 1992; Marton, Hounsell & Entwistle, N., 1996; Entwistle, 1988; Biggs, 1998; Prosser & T”
Including young people with disabilities: Assessment challenges in higher education (2007, background): “education are lacking, there is plenty of evidence that prevailing assessment practices are suitable neither for all students (Beaman, 1998; Birenbaum, 1997; Scouller, 1998; Willie, 1987) nor for all institutional purposes (Astin & Lee, 2003).”
Cultivating the Disposition to Understand in 21st Century University Education. (2011, background): “Research into changing approaches to learning suggests that it is much easier to lead students into surface approaches, particularly through poorly designed assessments (Thomas & Bain, 1984; Scouller, 1998), than to lead to them into deeper approaches.”
Conditions Under Which Assessment Supports Students’ Learning (2005, unknown): “…& Simpson Conditions Under Which Assessment Supports Students’ Learning (MCQ) tests can orient students to a surface approach (Scouler & Prosser, 1994; Tang, 1994; Scouler, 1998), as can exams, though the approach to learning of students may have as much impact as the form of test.”
Influence of Redesigning a Learning Environment on Student Perceptions and Learning Strategies (2005, background): “Other research has demonstrated that this seems to be particularly true for students’ perceptions of course assessment (Scouller, 1998; Segers & Dochy, 2001).”
Students' perceptions of academic quality and approaches to studying in distance education (2005, background): “More recent quantitative studies have shown that the same students may exhibit different approaches, depending upon the demands of different course units (Eley, 1992 ), the quality of the teaching (Vermetten et al , 1999 ) and the nature of the assessment (Scouller, 1998 ).”
Using student-centred learning environments to stimulate deep approaches to learning: Factors encouraging or discouraging their effectiveness (2010, background): “Students who perceive the assessment demands on a deep level, as assessing higher evels of cognitive processing, are found to employ deep approaches (Scouller, 1998) or deep learning strategies (Segers t al., 2006), whereas students who perceive the assessment as assessing lower, knowledge-based…”
Learners and learning in the twenty‐first century: what do we know about students’ attitudes towards and experiences of information and communication technologies that will help us design courses? (2005, background): “More often than not these are carefully linked with assessment (Scouller, 1998).”