The purposes of this study are to gain more insight into students' actual preferences and perceptions of assessment, into the effects of these on their performances when different assessment formats are used, and into the different cognitive process levels assessed. Data were obtained from two sources. The first was the scores on the assessment of learning outcomes, consisting of open ended and multiple choice questions measuring the students' abilities to recall information, to understand concepts and principles, and to apply knowledge in new situations. The second was the adapted Assessment Preferences Inventory (API) which measured students' preferences as a pre-test and perceptions as a post-test. Results show that, when participating in a New Learning Environment (NLE), students prefer traditional written assessment and questions which are as closed as possible, assessing a mix of cognitive processes. Some relationships, but not all the expected ones, were found between students' preferences and their assessment scores. No relationships were found between students' perceptions of assessment and their assessment scores. Additionally, only forty percent of the students had perceptions of the levels of the cognitive processes assessed that matched those measured by the assessments. Several explanations are discussed.
G. van de Watering
This study brings together findings from different research angles on informal feedback in the workplace. We explore the individual and joint influences of three contextual antecedents of seeking feedback: support for learning, psychological safety, and work pressure. Based on our survey of 138 employees from various organizations, hierarchical regression analyses revealed that support in the work environment positively influenced the quality of the self‐initiated feedback from colleagues and (in particular( from the supervisor. Psychological safety positively related to the quality of the self‐initiated feedback from colleagues. No relation was found between support, psychological safety and the frequency of feedback seeking, however, an indication for the existence of a curvilinear effect of work pressure on the frequency of feedback seeking was found. The study highlights the importance of fostering supportive and psychological safe work environments, so that employees and supervisors will look for and give constructive feedback. Learning in organizations can be stimulated by creating enough time and opportunities for informal feedback, and the results suggest several valuable and promising avenues for future research.
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