Effects of Performance Assessment on the Achievement and Motivation of Graduate Students

Autor/in	Hancock, Dawson R.
Titel	Effects of Performance Assessment on the Achievement and Motivation of Graduate Students
Quelle	In: Active Learning in Higher Education, 8 (2007) 3, S.219-231 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1469-7874
DOI	10.1177/1469787407081888
Schlagwörter	Graduate Students; Program Evaluation; Performance Based Assessment; Performance Tests; Learning Motivation; Program Effectiveness; Grade 4; Evaluation Methods; Teaching Methods; Computer Assisted Testing; Interviews; Academic Achievement; Motivated Strategies for Learning Questionnaire + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Programme evaluation; Programmevaluation; Leistungsermittlung; Leistungsbeurteilung; Leistungsmessung; Leistungsüberprüfung; Motivation for studies; Lernmotivation; School year 04; 4. Schuljahr; Schuljahr 04; Teaching method; Lehrmethode; Unterrichtsmethode; Interviewing; Interviewtechnik; Schulleistung
Abstract	This study explored the impact of performance assessment versus traditional paper-and-pencil assessment on graduate students' achievement and motivation to learn while enrolled in a 16-lesson course on program evaluation methods. Students in two sections of the course were exposed to the same content and instructional methods, with one exception: students in one section were exposed to performance assessment during which they demonstrated their knowledge and skills while conducting a program evaluation in a 4th grade classroom, whereas students in the other section were provided with a written scenario of that 4th grade program and were required to answer questions on a traditional paper-and-pencil test about program evaluation methods. Results revealed that students exposed to performance assessment achieved somewhat higher scores on the final examination and demonstrated significantly higher levels of motivation to learn than did students evaluated by traditional paper-and-pencil tests. Qualitative analysis of the students' written expressions about the course and of their comments from group interviews revealed possible explanations for these outcomes. (Contains 2 tables.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10