Assessing Students' Performance by Measured Patterns of Perceived Strengths: Does Preference Make a Difference?

Autor/inn/en	Urda, Julie; Ramocki, Stephen P.
Titel	Assessing Students' Performance by Measured Patterns of Perceived Strengths: Does Preference Make a Difference?
Quelle	In: Assessment & Evaluation in Higher Education, 40 (2015) 1, S.33-44 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
DOI	10.1080/02602938.2014.884536
Schlagwörter	Undergraduate Students; Preferences; Student Attitudes; Educational Assessment; Student Evaluation; Memorization; Creativity; Academic Achievement; Performance; Performance Tests; Summative Evaluation; Marketing; Business Administration Education; Introductory Courses; Statistical Analysis; Questionnaires; Correlation + Suchen Sie Ihr Suchwort? Schülerverhalten; Education; assessment; Bewertungssystem; Schulnote; Studentische Bewertung; Gedächtnistraining; Kreativität; Schulleistung; Achievement; Leistung; Leistungsbeurteilung; Leistungsermittlung; Leistungsmessung; Leistungsüberprüfung; Einführungskurs; Statistische Analyse; Fragebogen; Korrelation
Abstract	This paper is an empirical field study of whether college students' preferences for assessment type correspond to their performance in assessment that tests that particular strength. For example, if students say they prefer assessment that tests their creativity, do they actually perform better on assessment tasks requiring the use of creativity? Seventy-eight students in three different courses were surveyed to determine their preferences in four types of assessment: memorisation, analysis, creativity and practical application. These preferences were then compared to student grades on corresponding forms of assessment to see if the preferences corresponded to actual performance. The study found that, while students had a clear preference for memorisation, they were not likely to deliver their best performances on memorisation tasks. There was no relationship at all between student preferences in assessment type and their performance in the respective assessments. These results indicate that, while in theory assessing students based on their preferences is reasonable for improved learning, we were not able to find evidence that it actually leads to higher performance. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10