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AutorenAziz, Fakhra; Akhter, Mumtaz; Habib, Zahida
TitelDiverse Assessments of Female Students' Performance and Their Perceptions about Assessment Tools
QuelleIn: Bulletin of Education and Research, 38 (2016) 1, S.117-132 (16 Seiten)
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0555-7747
SchlagwörterWomens Education; Single Sex Colleges; Course Descriptions; Assignments; Student Attitudes; Student Evaluation; Evaluation Methods; Preferences; Homework; Research Papers (Students); Outcomes of Education; Teaching Methods; Educational Change; Formative Evaluation; Familiarity; Feedback (Response); Learning Experience; Grades (Scholastic); Foreign Countries; Pakistan
AbstractThis paper examined students' performance through diverse assessments in MS first semester curriculum module in a women university. The module "Curriculum models and theories" incorporated three different assessments: a home assignment, a classroom presentation and a final term paper. A three step approach using mixed research method was used to investigate students' responses to the different assessment tools. First a quantitative analysis using descriptive statistics was conducted on the data from students' marks. Second, an examination of students' perceptions about different assessment was carried out through a questionnaire. Last a qualitative study was conducted using semi structured interviews. The findings revealed that majority of the students preferred more structured tasks having clear aligned learning outcomes. Familiarity with assessment types was also preferred by many students. The present study suggests that by making changes in assessment design and using more formative feedback, students' learning experience across diverse assessment tools can be enhanced. (As Provided).
AnmerkungenInstitute of Education and Research. University of the Punjab Quaid-i-Azam Campus, Lahore, 54590 Pakistan. e-mail: ber.ier@pu.edu.pk; Web site: http://pu.edu.pk/home/journal/32
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2019/2/05
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