The influence of assessment method on students' learning approaches: Multiple choice question examination versus assignment essay

A sample of 206 second-year Education students completed questionnaires on issues relating to their preparation for and perceptions of two methods of assessment of the same course: an assignment essay and an end-of-course multiple choice question (MCQ) examination. The questionnaire required a simultaneous response for each assessment method to statements focusing on their learning approaches, their perceptions of the levels of intellectual abilities being assessed, and their preference for either the assignment essay or MCQ examination as an assessment method of the course and the reasons for their choices. The above variables were analysed in relation to each other and to performance outcome in both assessment tasks. Results suggest distinct patterns according to assessment method. Students were more likely to employ surface learning approaches in the MCQ examination context and to perceive MCQ examinations as assessing knowledge-based (lower levels of) intellectual processing. Poorer performance in the MCQ examination was associated with the employment of deep learning strategies. In contrast, students were more likely to employ deep learning approaches when preparing their assignment essays which they perceived as assessing higher levels of cognitive processing. Poorer performance in the assignment essays was associated with the employment of surface strategies. The implications of these findings are discussed.     

Influence of Redesigning a Learning Environment on Student Perceptions and Learning Strategies

In society, there is a growing need for graduates who possess competencies consistent with deep learning. This means that, amongst other competencies, graduates should be capable of dealing with the complexity of the tasks in which they will engage in professional situations. We tried to increase the depth of students learning by changing the format of a so-called assignment-based learning to a problem-based learning course. The goals of this research were to determine if students, firstly, perceived the redesigned course as being more challenging and, secondly, adjusted their learning strategies towards deeper learning. Participants were two groups of second-year International Business Studies students attending the International Business Strategy course in consecutive years. Students perceptions of the learning environment and their learning strategies were measured in both the original (n = 406 students) and the redesigned course (n = 312 students) using the Ramsden Course Experiences Questionnaire and the Biggs Study Processes Questionnaire. In contrast to our expectations, the results indicated that the students from the redesigned course showed a higher degree of surface learning and a lower level of deep learning than the students from the assignment-based learning course. Additionally, the students perceived the new learning environment to be less positive in terms of the clarity of its goals, the usefulness of the textbook and the workload. Improvement in terms of students perceptions of the learning environment and their learning strategies could be expected to be fostered by the implementation of a more advanced staff development program, focusing the curricular assessment system on problem-solving skills, supporting the students in the development of the skills necessary to cope with the demands of the redesigned course, and giving them more opportunities to experience this instructional approach.     

How to encourage a lifelong learner? The complex relation between learning strategies and assessment in a medical curriculum

Abstract

To foster lifelong learning skills, we need new didactic approaches with aligned assessment methods. Therefore, we investigated whether the outcomes of a project assignment show a different relation to learning strategies than a longitudinal knowledge-based assessment. We studied learning strategies of first year students of medicine and biomedical sciences (n?=?248) and performed hierarchical regression analyses for the learning strategies and grades of the longitudinal knowledge-based test and project assignment. Scores of students, measured with the Motivated Strategies for Learning Questionnaire (Likert scale 1–7), were relatively low for critical thinking (3.53), compared to rehearsal (4.40), elaboration (4.82), organisation (4.69) and metacognitive self-regulation (4.33). Knowledge based tests showed a significant relation to elaboration (p?<?0.01). For the project-based assessment, we did not find a significant relation to any learning strategy (p?=?0.074). Explained variance of the grades was low for all learning strategies (R² < 0.043). Different types of assessment did not discriminate between students with high or low scores on learning strategies associated with lifelong learning. An explanation is that the curriculum is not aligned with assessment, or students do not benefit in terms of grades. We conclude that, if assessment is to drive lifelong learning skills, this is not self-evident.     

Peer assessment in a project-based engineering course: comparing between on-campus and online learning environments

As the number of participants in online distance learning courses increases, peer assessment is becoming a popular strategy for evaluating open assignments and for breaking the social isolation surrounding distance education. Yet, the quality and characteristics of peer assessment in massive online courses has received little attention. Hence, this study was set to examine peer feedback quality and grading accuracy in a project-based course. The study applied a sequential exploratory mixed methods design. It included 339 participants who studied the same engineering course, but in three different modes: on-campus (n = 77), small private online course (n = 110), and massive open online course (MOOC) (n = 152). Content analysis of feedback comments identified four categories: reinforcement, statement, verification and elaboration, arranged in an ascending scale of cognitive ability. The findings indicated that the MOOC participants provided more feedback comments and volunteered to assess more projects than their counterparts did. However, the on-campus students provided higher quality feedback and their peer grading was better correlated with the grades assigned by the teaching assistants.     

A survey of student perceptions of team‐based learning in anatomy curriculum: Favorable views unrelated to grades

Team‐based learning (TBL) combines independent out of class preparation with in class small group discussion. We adopted TBL in teaching first year medical gross anatomy. In this study, we evaluated student perceptions of TBL by using a survey that elicited perceptions of both pedagogy and mode of learning. Anatomy lectures were replaced with required preclass readings, self‐assessment quizzes, small group discussions of assignments, and groups retaking the same quizzes for deeper learning. At the course conclusion, students were surveyed to assess their preference for TBL, their perceptions of TBL effectiveness, and their perceptions of successful interpersonal relationships within groups. Respondents (n = 317; 89% response) were asked to rate the extent that they agreed (?2 = strongly disagree; ?1 = disagree; 0 = neutral; 1 = agree; and 2 = strongly agree). A principal components factor analysis with varimax rotation identified two 8‐item factors: “perceptions of TBL” and “perceptions of teamwork.” Internal consistency for each was high [Cronbach's alpha = 0.908 (preference for TBL); 0.884 (preference of teamwork)]. Results of one‐way analysis of variance between Honors/High Pass/Pass/Fail students indicated that Honors (n = 73) tended to rate perceptions of TBL higher than Pass (n = 54) [mean difference = 2.92; 95% CI (0.05, 5.79)], and also higher than Fail (n = 11) [mean difference = 6.30; 95% CI (1.13, 11.47)]. However, each had overallpositive ratings. No difference was noted between mean ratings of teamwork, which were also, overall, positive. We conclude that medical students view TBL favorably irrespective of their grades. Anat Sci Educ 2:150–155, 2009. © 2009 American Association of Anatomists.     

Student learning and perceptions of the academic environment

This paper examines the effects of the organisation of curricula, teaching, and assessment on student learning and looks at the different demands which different academic environments make on their students. After a brief review of research into learning contexts in higher education, data from a course perceptions questionnaire are presented. The principal dimensions which students themselves use to characterise academic environments are identified. The perceptions of students in six departments at one British university are compared; it is concluded that students in different subject areas see themselves to be studying in markedly different environments. The results also suggest students' evaluations of the teaching and the courses in each department. Data from the course perceptions questionnaire are supported and amplified by a preliminary analysis of results from semi-structured interviews of students in the six departments. The most important factor to emerge from the item analysis — the degree to which students feel that their teachers provide a facilitant atmosphere for learning — is confirmed. Students' perceptions of their departments and their teachers are shown to exert important influences on their approaches to learning. It is also suggested that a student's perception of a particular learning task influences the level at which he tackles it.     

Constructivist learning environments and the (im)possibility to change students’ perceptions of assessment demands and approaches to learning

Recent research shows that, as students interpret the demands of the assessment tasks, they vary their approaches to learning in order to cope with the assessment tasks. Three research questions are central in the present paper: (1) Do students who participate in a constructivist learning environment change their perception of assessment demands towards more deep level demands? (2) Do students in a constructivist learning environment change their approaches to learning towards a more deep approach to learning? (3) Is there a relation between change in approaches to learning and change in the perceptions of the assessment demands? Students following the course ‘Education and psychology’ of the teacher training program at the University of Antwerp completed questionnaires during the first, the second and the final lesson of the course. One questionnaire measured their approaches to learning and the other their general perceptions of the assessment demands. The course ‘Education and psychology’ can be labelled as a ‘constructivist learning environment’ with congruent assessment methods. Results of the paired sampled t-tests indicated that students indeed do change their perceptions of assessment demands towards more deep level demands. However, the results also indicated that students did not change their approach to learning towards a more deep approach. On the contrary, students seem to develop more surface approaches to learning during the course. Correlation analyses indicated that only changes of perceptions of assessment demands towards less surface levels are significantly related to changes in approaches to learning, towards a more surface approach. Results of the stepwise multiple regression analyses indicated that students’ approach to learning at the beginning of the course seems to have a higher impact on the extent to which they change their approach to learning than how students perceive the demands of the assessment within the course. These results point us to the complexity of the relationship between the learning environment, the students’ perceptions of assessment demands, and students’ approaches to learning.     

Influence of study approaches and course design on academic success in the undergraduate anatomy laboratory

Many pre‐health professional programs require completion of an undergraduate anatomy course with a laboratory component, yet grades in these courses are often low. Many students perceive anatomy as a more challenging subject than other coursework, and the resulting anxiety surrounding this perception may be a significant contributor to poor performance. Well‐planned and deliberate guidance from instructors, as well as thoughtful course design, may be necessary to assist students in finding the best approach to studying for anatomy. This article assesses which study habits are associated with course success and whether course design influences study habits. Surveys (n = 1,274) were administered to students enrolled in three undergraduate human anatomy laboratory courses with varying levels of cooperative learning and structured guidance. The surveys collected information on potential predictors of performance, including student demographics, educational background, self‐assessment ability, and study methods (e.g., flashcards, textbooks, diagrams). Compared to low performers, high performers perceive studying in laboratory, asking the instructor questions, quizzing alone, and quizzing others as more effective for learning. Additionally, students co‐enrolled in a flipped, active lecture anatomy course achieve higher grades and find active learning activities (e.g., quizzing alone and in groups) more helpful for their learning in the laboratory. These results strengthen previous research suggesting that student performance is more greatly enhanced by an active classroom environment that practices successful study strategies rather than one that simply encourages students to employ such strategies inside and outside the classroom. Anat Sci Educ 11: 496–509. © 2018 American Association of Anatomists.     

Chinese business students’ changes in beliefs and strategy use in a constructively aligned PBL course

This study adopted a longitudinal retrospective case study approach to investigate Chinese business students’ transitional learning experience in a problem-based learning (PBL) course with innovative assessment practices. The study focused on students’ beliefs and strategy use in a constructively aligned PBL course for business communication. Eight students who had made notable progress were chosen for retrospective analysis. The data included 48 journal entries, interviews, and writing samples collected at different stages of the course. This study identified taxonomies of participants’ beliefs about learning and writing, their perceptions of assessment, and their strategy use for learning. It also examined changes in beliefs, perceptions, and strategy use to determine the nature of the students’ learning experience in this PBL course. Findings suggest a recognised need to design PBL courses that align social constructivist learning principles with students’ beliefs and strategies. The results also highlight the importance of developing appropriate assessment rubrics to enhance student engagement with PBL learning for improved outcomes.     

Graduate learning outcomes in science: variation in perceptions of single- and dual-degree students

The development of transferrable skillsets, articulated in statements of graduate learning outcomes, is emphasised in undergraduate science degree programmes. Science students enrolled in dual (double) degrees comprise a significant minority of Australian science undergraduates. Research comparing perceptions of single and dual degree students on their science learning outcomes has rarely been explored. The Science Students Skills Inventory was used to compare the perceptions of single (n = 640) and dual (n = 266) degree undergraduate science students. The instrument explored science graduate learning outcomes across six indicators: importance; the extent to which outcomes were included; the extent to which they were assessed; improvement; confidence; and likely future use. Analysis of findings, employing the planned–enacted–experienced curricula framework, offers insight into potential avenues towards coherence of the experienced curriculum by arguing the need for shared perceptions of graduate learning outcomes for single and dual degree science students. The key contribution of this study is a shift towards progressive curriculum development that draws on both single and dual degree student perspectives to achieve graduate learning outcomes. Recommendations include: whole-of-programmes curricular pathways premised on progressive development of learning outcomes that are inclusive of dual degree students, explicit interdisciplinary learning opportunities, and adoption of dual/single status as a demographic variable reported in future research.     

Using wikis to promote quality learning in teacher training

This paper discusses writing as a social practice and speculates on how wikis might be used to promote higher quality academic writing and support collaborative learning. This study of undergraduate teacher trainees’ online learning activities focuses on how shared spaces – wikis – might be used to communicate ideas and generate course‐specific content. The study also explored how students, through such activities, were able to improve their academic writing skills and engage more critically in learning. Data captured from student discussion boards and a post‐module email questionnaire (n = 35) were used to map student perceptions of the usefulness of wikis in support of their academic studies. The data indicate that most students raised their skill level in writing directly to the publicly viewable wiki space, in sharp contrast to the more informal content they posted on the discussion boards. The scope of collaborative writing was limited due to students’ reluctance to edit each others’ work, but students appreciated the shared environment as a means of discussing their work and the content of the course. Students reported that their academic writing skills had improved through their formal participation in the wiki.     

The effect of learning style on doctoral course completion in a Web-based learning environment

One hundred and fifty-nine doctoral students, majoring in Computing Technology in Education (CTE), were tracked during the coursework phase in a Web-based learning environment. At the beginning of the coursework, each student completed a demographic data form and Kolb's Learning Style Inventory (LSI). Due to the type of program, it was hypothesized that students would primarily fall into Kolb's Converger and Assimilator categories, and learning style would predict completion of the required courses. Results indicated 84.3% (n=134) of all students finished the required coursework. One hundred and twenty-four of the students (78%) fell into the predicted categories and, of these, 87.1% (n=108) finished the coursework. Students not falling into the predicted categories (n=35) had a 74.3% (n=26) completion rate.An examination of the means scores for both groups indicated that students with a preference for Abstract Conceptualization dropped out of the program at significantly lower rates, t(157)=1.667, p=.045(one-tailed), than students with other preferred learning strategies. The implications are clear. First, students, for the most part, are able to adapt their personal learning styles in order to succeed in a Web-based learning environment. Second, students with a preference for systematic planning and an intellectual understanding of a situation are more likely to succeed than students preferring concrete experience and interaction with other students. Institutions offering programs of this type should be prepared to address learning style issues when developing and offering such programs.     

Perceptions of Learning Environment and On‐Task Orientation Among Students Reporting Different Achievement Levels: A Study Conducted Among Norwegian Secondary School Students

The aim of this study was to explore students’ perceptions of their learning environment and on‐task orientation across different achievement levels. Data were gathered in two independent cross‐sectional studies of Norwegian students in grades 8, 9, and 10 (n = 3453 in 2001 and n = 2987 in 2004). Students within the middle achievement levels reported more positive perceptions of learning environments than the high and low achievers. The amount of variance in on‐task orientation that was accounted for by the learning environment was higher for low achievers than for the rest of the students. Furthermore, students in the 2004 sample gave a more positive report of their learning environment and their on‐task orientation than students in 2001. Finally, we found that the improvement in the perceptions of learning environment was stronger for those students who reported low and high achievement than for the rest of the students.     

Creating first-year assessment support: lecturer perspectives and student access*

While online courses provide opportunities for a range of assessment tools and resources, little is known about how lecturers might best provide assessment cues to support diverse cohorts. This study explored how lecturers communicate messages about assessment expectations to first-year students in two courses at an Australian regional university (Nursing, n = 323; Engineering, n = 153), and how students accessed the assessment resources. A comparative case study methodology was used. Data included interviews with course coordinators to identify the assessment cues provided, course online content related to assessment and data recording student access of assessment resources. Diverse messaging systems were observed and verbal and written cues were abundant and embedded throughout both courses; however, not all students accessed all cues. What remains unclear is how students might bring together these cues in a productive way. Further research must explore the extent to which students can be better supported to improve their learning.     

Improving course evaluations to improve instruction and complex learning in higher education

Recent research has touted the benefits of learner-centered instruction, problem-based learning, and a focus on complex learning. Instructors often struggle to put these goals into practice as well as to measure the effectiveness of these new teaching strategies in terms of mastery of course objectives. Enter the course evaluation, often a standardized tool that yields little practical information for an instructor, but is nonetheless utilized in making high-level career decisions, such as tenure and monetary awards to faculty. The present researchers have developed a new instrument to measure teaching and learning quality (TALQ). In the current study of 464 students in 12 courses, if students agreed that their instructors used First Principles of Instruction and also agreed that they experienced academic learning time (ALT), then students were about 5 times more likely to achieve high levels of mastery of course objectives and 26 times less likely to achieve low levels of mastery, according to independent instructor assessments. TALQ can measure improvements in use of First Principles in teaching and course design. The feedback from this instrument can assist teachers who wish to implement the recommendation made by Kuh et al. (2007) that universities and colleges should focus their assessment efforts on factors that influence student success.     

Understanding collaborative language learning in novice-level foreign language classrooms: perceptions of teachers and students

This study explored the congruence and disparities among three groups of foreign language (Chinese, French, and German) students’ and teachers’ perceptions of collaborative/cooperative language learning (CLL) strategies in novice-level classroom contexts. A total of 168 participants from a university in the USA took part in this mixed-method study. The quantitative findings from a 10-item CLL questionnaire suggested that while the students’ and teachers’ perceptions of CLL strategies were generally consistent and positive, some disparities emerged in terms of their perceptions towards pair work, 3–6 as a group work, interview, and role playing. The qualitative findings from interviews and classroom observations provided some possible explanations to the differences discovered. The quantitative findings also revealed that foreign language type was not a factor differentiating students’ and teachers’ perceptions of CLL strategies. Some practical implications are provided for the effective implementation of CLL strategies in novice-level foreign language classrooms.     

Improvements in anatomy knowledge when utilizing a novel cyclical “Observe‐Reflect‐Draw‐Edit‐Repeat” learning process

Innovative educational strategies can provide variety and enhance student learning while addressing complex logistical and financial issues facing modern anatomy education. Observe‐Reflect‐Draw‐Edit‐Repeat (ORDER), a novel cyclical artistic process, has been designed based on cognitivist and constructivist learning theories, and on processes of critical observation, reflection and drawing in anatomy learning. ORDER was initially investigated in the context of a compulsory first year surface anatomy practical (ORDER‐SAP) at a United Kingdom medical school in which a cross‐over trial with pre‐post anatomy knowledge testing was utilized and student perceptions were identified. Despite positive perceptions of ORDER‐SAP, medical student (n = 154) pre‐post knowledge test scores were significantly greater (P < 0.001) with standard anatomy learning methods (3.26, SD = ±2.25) than with ORDER‐SAP (2.17, ±2.30). Based on these findings, ORDER was modified and evaluated in the context of an optional self‐directed gross anatomy online interactive tutorial (ORDER‐IT) for participating first year medical students (n = 55). Student performance was significantly greater (P < 0.001) with ORDER‐IT (2.71 ± 2.17) when compared to a control tutorial (1.31 ± 2.03). Performances of students with visual and artistic preferences when using ORDER were not significantly different (P > 0.05) to those students without these characteristics. These findings will be of value to anatomy instructors seeking to engage students from diverse learning backgrounds in a research‐led, innovative, time and cost‐effective learning method, in the context of contrasting learning environments. Anat Sci Educ 10: 7–22. © 2016 American Association of Anatomists.     

Implementing Student‐Centered Learning Practices in a Large Enrollment,Introductory Food Science and Human Nutrition Course

Informed by the latest research on how people learn, effective teachers address both aspects of the teaching–learning equation—they engage students in the course material by implementing best teaching practices and they prepare students for learning by sharing best learning practices. The purpose of this study was to evaluate the impact of student‐centered learning practices on students’ perceptions of their ability to learn, specifically in a large enrollment, introductory food science and human nutrition course. Featured student‐centered learning practices included required assignments, optional study tools, and supplemental learning resources. A mixed method survey instrument with 5‐point Likert scales and qualitative, open‐ended questions was used to determine students’ (1) use of optional study tools and supplemental learning resources; (2) perceptions as to the quality and impact of required assignments, optional study tools, and supplemental learning resources to enhance their ability to learn; (3) perceptions as to the usefulness of required assignments, optional study tools, and supplemental learning resources to help them perform better in this course; and (4) overall satisfaction, as a learner, in this course. Overall, students identified study guides (developed using Bloom's taxonomy action verbs) (Mean = 4.34), microthemes (Mean = 4.27), and quizzes (Mean = 4.11) as the most beneficial resources to enhance their learning of the course material. Overall, 85% of students said they were extremely or very satisfied as learners in the course and nearly 75% of the students said the student‐centered learning practices should be offered to future FSHN 101 students.     

Variation in learning orchestration in university biology courses

The manner in which students manage their learning activities in response to perceived task or course demands describes their 'learning orchestration'. This paper addresses relations between a student's learning orchestration and their learning outcome as a function of prior understanding in first year university biology courses. A cluster analysis of 272 Australian students revealed three different forms of learning orchestration - understanding, reproducing and disintegrated. In one cluster, students felt their environment was more supportive of deep approaches to learning and they adopted deeper approaches. They were the students who had the better prior understanding and they did best on measures of meaningful learning. However, less than one third of the students showed this coherent (and desirable) learning pattern. A second cluster of students showed a coherent but less desirable learning orchestration focused on more surface perceptions and approaches and they had significantly worse learning gains and achievement scores. The third cluster of students saw the learning environment as being more supportive of deep approaches, but, unlike the other groups, they did not adopt an approach consistent with their perception. We describe these students as having a disintegrated learning orchestration. A key finding is that the students with this orchestration also have very poor levels of prior knowledge and also have very poor achievement outcomes.     

Clarity,consistency and communication: using enhanced dialogue to create a course-based feedback strategy

This article examines the outcomes of a study across four discipline areas in order to develop course-based assessment strategies in closer cooperation with students. Second-year students (n = 48) from different disciplines were engaged in two phases of activity-orientated workshops. Phase 1 sought their perceptions of feedback. Phase 2 saw students design a proposed strategy to present to the respective staff teams. We discuss the emerging themes which appeared to be very similar amongst this diverse cross section of students: a lack of faith in marking consistency; the need for clear guidelines and criteria; the greater use of positive feedback language; and a close association with tutors. The emergence of strategies specific to each course is discussed, along with the alignment of the outcomes of this approach with pedagogic knowledge. It is suggested that enhanced dialogue enabled staff and students to develop a common understanding, and gave impetus to improving assessment feedback practices. Outcomes recommended here include changes to practice such as a team approach to feedback development, the content and style of feedback, developing the usefulness of feedback for future work and the need for teams to periodically revisit staff development in this area.