Assessment Policies and Academic Progress: Differences in Performance and Selection for Progress

Autor/inn/en	Kickert, Rob; Meeuwisse, Marieke; Arends, Lidia R.; Prinzie, Peter; Stegers-Jager, Karen M.
Titel	Assessment Policies and Academic Progress: Differences in Performance and Selection for Progress
Quelle	In: Assessment & Evaluation in Higher Education, 46 (2021) 7, S.1140-1156 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kickert, Rob) ORCID (Meeuwisse, Marieke) ORCID (Arends, Lidia R.) ORCID (Prinzie, Peter) ORCID (Stegers-Jager, Karen M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
DOI	10.1080/02602938.2020.1845607
Schlagwörter	College Freshmen; Academic Achievement; School Policy; Student Evaluation; Business Administration Education; Medical Education; Psychology; Academic Standards; Educational Change; Foreign Countries; Grade Point Average; Differences; Netherlands + Suchen Sie Ihr Suchwort? Studienanfänger; Schulleistung; Schulpolitik; Schulnote; Studentische Bewertung; Medizinische Ausbildung; Psychologie; Bildungsreform; Ausland; Unterscheiden; Niederlande
Abstract	Despite the benefits swift academic progress holds for many stakeholders, there is scarce literature on how academic progress may be improved by changes to assessment policies. Therefore, we investigated academic progress of first-year students after an alteration of characteristics of the assessment policies in three large course programmes: business administration (n = 2048) changed the stakes; medicine (n = 1630) changed the stakes and performance standard; psychology (n = 1076) changed the stakes, performance standard and resit standard. Results indicate that students' academic progress was sensitive to the characteristics of the assessment policy in all three course programmes. The changes in progress could be explained by differences in performance, as well as by differences in selection for progress by the different policies. Implications are that assessment policies seem effective in shaping student progress, although one size does not fit all. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01