The Whole Is Greater than the Sum of Its Parts: A Large-Scale Study of Students' Learning in Response to Different Programme Assessment Patterns

Autor/inn/en	Jessop, Tansy; El Hakim, Yassein; Gibbs, Graham
Titel	The Whole Is Greater than the Sum of Its Parts: A Large-Scale Study of Students' Learning in Response to Different Programme Assessment Patterns
Quelle	In: Assessment & Evaluation in Higher Education, 39 (2014) 1, S. 73-88Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
DOI	10.1080/02602938.2013.792108
Schlagwörter	Forschungsbericht; Foreign Countries; College Programs; Universities; Summative Evaluation; Formative Evaluation; Student Evaluation; Feedback (Response); Mixed Methods Research; Audits (Verification); Student Surveys; Questionnaires; College Students; Focus Groups; Student Attitudes; Learning; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Studienprogramm; University; Universität; Schulnote; Studentische Bewertung; Schülerbefragung; Fragebogen; Collegestudent; Schülerverhalten; Lernen; Großbritannien
Abstract	Audits of 23 degree programmes in eight universities showed wide variations in assessment patterns and feedback. Scores from Assessment Experience Questionnaire returns revealed consistent relationships between characteristics of assessment and student learning responses, including a strong relationship between quantity and quality of feedback and a clear sense of goals and standards, and between both these scales and students' overall satisfaction. Focus group data helped to explain students' learning responses but also identified ambivalent responses to the use of formative-only assessment, particularly when it was optional. Frequently, students were unclear about goals and standards, and found feedback unhelpful when assessment demands differed across modules, and when marking standards and approaches varied widely, making it difficult for feedback to feed forwards. The methodology underpinning the Transforming the Experience of Students through Assessment study described here has been used in more than 20 universities worldwide and is helping teachers to redesign assessment regimes, so that teachers' efforts support learning better. (As Provided).
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Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10