Assessing Student Learning in Higher Education

Brown, George; Bull, Joanna; Pendlebury, Malcolm

doi:10.4324/9781315004914

Cited by 207 publications

(183 citation statements)

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“…We also examine the role of formative on-line feedback on the usage of educational technology. As we said before, the important role of assessment and feedback in learning and teaching in higher education has been well recognised in literature (Brown, Bull & Pendlebury, 1997), (Gibbs & Simpson, 2004), (Nicol & Macfarlane Dick, 2006), - (Bloxham & Boyd, 2007). It is in this process that students' learning gets consolidated, which in turn produces persistent changes in students understanding.…”

Section: Introductionmentioning

confidence: 79%

The role of attitudinal factors in mathematical on-line assessments: a study of undergraduate STEM students

Gonzaga

Walet

2017

Assessment & Evaluation in Higher Education

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This study explores student attitudes to the use of substantive on-line assessments that require mathematical answers. Our goal is to learn what are the important aspects in a design of more effective e-assessments that support learning of mathematical subjects in a higher education setting. To that end we analyse the effects of a variety of attitudinal factors towards such assessments amongst a cross-section of 1 st year students in an English University. These students were all previously exposed to on-line assessments containing substantial mathematical work, including testing of and feedback on the algebraic structure of their answers. They were provided with detailed online feedback, and we therefore specifically examine the effect of formative feedback on the usage of educational technology. Our results suggest that students find on-line feedback more enjoyable and useful than traditional feedback. 'Attitude' and 'Enjoyment' are the two most important factors influencing their usage intention. Our results also show that, even for this digital generation, confidence in using computers and the availability of support for using information technology are important factors in making effective use of on-line assessments.

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Section: Introductionmentioning

confidence: 79%

The role of attitudinal factors in mathematical on-line assessments: a study of undergraduate STEM students

Gonzaga

Walet

2017

Assessment & Evaluation in Higher Education

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“…We drew from language of the NGSS, McNeill and Krajcik (2012) and Moje et al (2004) and our own previous work , to design the rubric and address reliability and validity. One of the major challenges to rubric reliability is interrater consistency (Brown, Bull, & Pendlebury, 1997), with alpha scores for interrater agreement greater than .70 considered sufficient (Jonsson & Svingby, 2017). In this study, three authors scored the display boards, which met the acceptable levels of agreement for interrater reliability (Baker, Abedi, Linn, & Niemi, 1996), with an interrater reliability of 0.88.…”

Section: Rubric Developmentmentioning

confidence: 99%

Authentic science with citizen science and student‐driven science fair projects

Koomen

Rodriguez²,

Hoffman³

et al. 2018

Science Education

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This study reports on the process and development of middle school science fair projects inspired by a summer science program of citizen science monitoring (Monarch Larvae Monitoring Project) with their classroom teacher. We gathered and analyzed qualitative data (interviews, focus groups, and project boards). Our analysis revealed three key findings: (1) the process of developing and completing a student‐driven investigation for a science fair engages students in the scientific practices envisioned by the Next Generation Science Standards, (2) citizen science served as a springboard for the development of authentic participation in science, and (3) there are dual roles of a teacher as both mentor and master. Our findings have important implications for science education and student science fairs.

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“…Science, technology, engineering, and mathematics (STEM) courses in higher education overwhelmingly use exam performance to assign course grades [1][2][3]; in STEM education literature, performance is often treated as equivalent to conceptual understanding of the course material [4][5][6]. The underlying assumption-shared by students, instructors, and institutions-is that performance metrics such as grades represent a quantifiable measurement of understanding [7][8][9][10][11], leading to considerable research on how to improve these metrics [12][13][14][15][16]. Furthermore, grades can have a major impact on student retention, especially for at-risk students, as low exam scores can be interpreted as evidence for exclusion [17][18][19].…”

Section: Introductionmentioning

confidence: 99%

Testing the test: Are exams measuring understanding?

Sato

Hill

2019

Biochem Molecular Bio Educ

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Grades in undergraduate science, technology, engineering, and mathematics (STEM) courses are distributed under the assumption that high‐performing students have a strong understanding of the material. Similarly, the STEM education literature often presents exam performance as equivalent to understanding. Despite these assumptions, we have little knowledge regarding student thinking in relation to exam scores. To investigate this relationship, we asked undergraduate students to complete a series of written and verbal tasks. Twenty‐two participants were presented with biology questions and were instructed to write exam‐like responses along with their thought process. More than half of the participants then took part in retrospective interviews. We graded the exam‐like responses to award a performance score and coded the entirety of participants' writing for their understanding. We found a discrepancy between performance and understanding for over one quarter of our data. Furthermore, interviews allowed for a more complete picture of participant understanding than written responses. These results contribute to calls for re‐evaluating our course assessments and for questioning the understanding those assessments value. © 2019 International Union of Biochemistry and Molecular Biology, 47(3):296–302, 2019.

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Assessing Student Learning in Higher Education

Cited by 207 publications

References 0 publications

The role of attitudinal factors in mathematical on-line assessments: a study of undergraduate STEM students

The role of attitudinal factors in mathematical on-line assessments: a study of undergraduate STEM students

Authentic science with citizen science and student‐driven science fair projects

Testing the test: Are exams measuring understanding?

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