The relationship between students’ approaches to learning and the assessment of learning outcomes

By D. Gijbels, G. V. D. Watering, Filip Dochy, P. Van den Bossche. 2005

217 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/ccbca6da910e2a27fb8a3fc474707538ea38d489

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Citations in the corpus

Student perspectives on how different elements of constructive alignment support active learning (2021, background): “However, findings are contradictory, as several studies did not reveal relationships between the deep approach and academic achievement (Diseth, 2003, 2007a, 2007b; Gijbels et al., 2005; Rytkönen et al., 2012).”
The relationship between motivation, learning approaches, academic performance and time spent (2017, background): “of law (Gijbels et al., 2005) and teacher education (You & Jia, 2008).”
The perception of workload and task complexity and its influence on students’ approaches to learning: a study in higher education (2010, background): “Furthermore, the sample was sufficiently large to conduct the analyses but nevertheless limited, the sample consisted almost entirely out of females which is common for a sample of educational sciences students; however, former research remains inconclusive about the influence of gender on approache”
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).”
Students’ assessment preferences and approaches to learning: can formative assessment make a difference? (2006, background): “…learning are associated with students’ intentions to understand and construct the meaning of the learned content, whereas surface approaches to learning refer to students’ intentions to learn by memorizing and reproducing the factual contents of the study materials (Gijbels et al., 2005a, 2005b).”
Students’ assessment preferences, perceptions of assessment and their relationships to study results (2008, background): “From previous research, we know that a substantial proportion of the student population in the described NLE do not use appropriate approaches to learning (Gijbels et al. 2005).”
Using student-centred learning environments to stimulate deep approaches to learning: Factors encouraging or discouraging their effectiveness (2010, background): “Educational Research Review (2010), doi:10.1016/j.edurev.2010.06.001 and Weaven (2008), Reid et al. (2005), Struyven et al. (2006), Wilson and Fowler (2005) and Wong and Lam (2007) (2008), S. Leung et al. (2008), McParland et al. (2004), Vanthournout et al. (2009) and Wilson and Fowler (2005) Append”