A Review of the Characteristics of Intermediate Assessment and Their Relationship with Student Grades

Autor/inn/en	Day, Indira N. Z.; van Blankenstein, Floris M.; Westenberg, Michiel; Admiraal, Wilfried
Titel	A Review of the Characteristics of Intermediate Assessment and Their Relationship with Student Grades
Quelle	In: Assessment & Evaluation in Higher Education, 43 (2018) 6, S.908-929 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Day, Indira N. Z.) ORCID (Admiraal, Wilfried)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
DOI	10.1080/02602938.2017.1417974
Schlagwörter	Correlation; Foreign Countries; Grades (Scholastic); Formative Evaluation; Summative Evaluation; Higher Education; Tests; Feedback (Response); Quasiexperimental Design; Performance Based Assessment; Vignettes; Writing Assignments; Literature Reviews; Netherlands + Suchen Sie Ihr Suchwort? Korrelation; Ausland; Notenspiegel; Hochschulbildung; Hochschulsystem; Hochschulwesen; Examination; Prüfung; Examen; Leistungsermittlung; Niederlande
Abstract	In-course assessment, such as midterms, quizzes or presentations, is often an integral part of higher education courses. These so-called intermediate assessments influence students' final grades. The current review investigates which characteristics of intermediate assessment relate to these grades. In total, 88 articles were reviewed that examined the relationship between intermediate assessment and student grades. Four main characteristics were identified: the use of feedback, whether the assessment is mandatory, who is the assessor, and the reward students get for participating. Results indicate that corrective feedback leads to the most positive results, but elaborate feedback may benefit lower achieving groups. No difference in results was found for mandatory versus voluntary intermediate assessments. Peer assessment seemed to be beneficial, and rewarding students with course credit improves grades more than other rewards. Three scenarios are presented on how teachers can combine the different characteristics to optimise their intermediate assessment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01