An Investigation into the Association between Intended Purpose versus Students' Perception of Assessments on an Extended Degree Academic Writing Course

Autor/in	Lowe, Harriet
Titel	An Investigation into the Association between Intended Purpose versus Students' Perception of Assessments on an Extended Degree Academic Writing Course
Quelle	In: International Journal of Teaching and Learning in Higher Education, 33 (2022) 2, S.195-205 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Foreign Countries; Student Attitudes; College Students; Evaluation; Scores; Course Objectives; Portfolio Assessment; Essay Tests; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Schülerverhalten; Collegestudent; Evaluierung; Portfoliobeurteilung; Schriftlicher Sprachgebrauch; Großbritannien
Abstract	The educational value of portfolios as assessments has been widely acknowledged across the higher education sector and literature as providing a platform to promote student-centred and reflective learning (Brown, 1997; Snadden & Thomas, 1998; Karlowicz, 2000). While there is plentiful research investigating the benefits of providing portfolios at undergraduate level, little has focused on the role of assessment from a students' perspective. This study sought to examine how students from an Academic English course at a UK university perceive assessments in comparison to the intention of the assessment, as designed for the course. A correlation can be seen between the questionnaire results measuring students' perceptions and scores on the assessments. Students who, as intended by the course creator, "related the portfolio tasks to the essay" and "consciously thought about the link between the two assessments" received a higher grade in both assessments; whereas, those who disagreed with these statements, unaligned to the course aims, generally received lower grades in both their portfolio and essay. These results suggest that the intentions of an assessment should be made explicitly clear to the cohort, developing their understanding and thus potentially the importance they assign to the task and the benefits and skills they gain. (As Provided).
Anmerkungen	International Society for Exploring Teaching and Learning. Web site: https://www.isetl.org/ijtlhe
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01