How Age, Gender, and Class Format Relate to Undergraduate Students' Perceptions of Effective Course Assessments

Autor/inn/en	Aldrich, Rosalie S.; Trammell, Beth A.; Poli, Stefania; Potter, Sarah; Garringer, Kourtney
Titel	How Age, Gender, and Class Format Relate to Undergraduate Students' Perceptions of Effective Course Assessments
Quelle	In: InSight: A Journal of Scholarly Teaching, 13 (2018), S.118-129 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1933-4850
Schlagwörter	Undergraduate Students; Student Attitudes; Course Evaluation; Student Characteristics; Age; Conventional Instruction; Online Courses; Blended Learning; Gender Differences; Tests; Test Format; Statistical Analysis; Nontraditional Students + Suchen Sie Ihr Suchwort? Schülerverhalten; Alter; Lebensalter; Online course; Online-Kurs; Geschlechterkonflikt; Examination; Prüfung; Examen; Testentwicklung; Statistische Analyse
Abstract	Students' perceptions of assessment used within the learning environment greatly influence their approach to learning. Therefore, this study aims to explore whether various student or course characteristics (age, gender, course format) impact perceptions regarding effectiveness of assessment type (e.g., exam, participation, presentation) and question format. As faculty develop their courses they may wish to consider these perceptions in order to better facilitate learning and to clearly articulate to their students the benefits of the assessment types that the students see as less effective. (As Provided).
Anmerkungen	Park University, Center for Excellence in Teaching and Learning. 8700 NW River Park Drive, Parkville, MO 64152. Tel: 816-584-6770; Fax: 308-224-3493; e-mail: cetl@park.edu; Web site: http://www.insightjournal.net/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01