Students’ perceptions about evaluation and assessment in higher education: a review1

By Katrien Struyven, Filip Dochy, Steven Janssens. 2005

752 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/b0135ad1a7f93e7645abb99afde11daa86c02cff

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In Education

Citations in the corpus

Assessing Assessment Quality: Criteria for Quality Assurance in Design of (Peer) Assessment for Learning--A Review of Research Studies. (2011, background): “In this step fairness is important to students (Lizzio & Wilson, 2008; Poulos & Mahony, 2008; Struyven et al., 2005).”
Affective e-Learning: Using "Emotional" Data to Improve Learning in Pervasive Learning Environment (2009, background): “In contrast to multiple-choice examinations, the answering of essay questions prompts students to adopt deep learning approaches ( Struyven, Dochy, & Janssens, 2005 ).”
The hidden curriculum revisited: a critical review of research into the influence of summative assessment on learning (2010, background): “Struyven, Dochy, and Janssens’ (2005) review of 36 empirical studies is telling.”
Assessment in higher education: drivers, barriers and directions for change in the UK (2016, background): “For instance, whilst many institutional teaching, learning and assessment strategies call for increasing diversity in assessment practices, the higher education assessment system is still dominated by summative examinations and essays (Struyven, Dochy, and Janssens 2005; Medland 2012).”
Student perspectives on how different elements of constructive alignment support active learning (2021, background): “Research indicates that students are sensitive about what will be assessed and how, since they want to proceed and succeed in their studies (Struyven et al., 2005).”
Students’ conceptions of assessment: Links to outcomes (2008, background): “The research literature on students’ conceptions of assessment is not vast, and is largely focused on tertiary or higher education students (see Struyven et al. 2005 for a review).”
Feedback on feedback practice: perceptions of students and academics (2017, background): “These concepts are linked; clear, detailed feedback is more likely to be perceived as fair (Struyven, Dochy, and Janssens 2005).”
Factors explaining the learning of generic skills: a study of university students’ experiences (2018, background): “In other words, students tend to study according to how their learning will be assessed (Struyven, Dochy, and Janssens 2005).”
Students’ views of assessment in project-led engineering education: findings from a case study in Portugal (2012, background): “The body of literature on evaluation in higher education has showed the influences, constraints and implications of assessment on students’ learning approaches and outcomes (Struyven, Dochy, and Janssens 2005).”
Teaching to the Test…or Testing to Teach: Exams Requiring Higher Order Thinking Skills Encourage Greater Conceptual Understanding (2014, background): “2008) and student approaches to learning (Dickie 2003; Struyven et al. 2005).”
Assessment revisited: a review of research in Assessment and Evaluation in Higher Education (2016, methodology): “…about assessment methods reveals that tests with multiple-choice questions raise some issues (Scouller and Prosser 1994), encouraging surface rather than deep learning (Ramsden 1988; Struyven, Dochy, and Janssens 2005; Tang 1992) and assessing low levels of cognitive processing (Scouller 1998).”