Assessment and instruction preferences and their relationship with test anxiety and learning strategies

Abstract

The relationship between assessment and instruction preferences of undergraduate students was examined as well as the extent to which the combined set of preferences differentiates among four groups of students defined by their levels of test anxiety and learning strategies (high in both, low in both or high in one and low in the other). The results indicated a perceived alignment between instruction and assessment with respect to preferences and lent support to the integrated model of test anxiety. The discussion highlighted the need for a dialogue between instructors and students in order to structure expectations to fit the goals of higher education in the knowledge age.

Student Perceptions and Preferences for Feedback

“…This is due largely to a growing trend for higher education institutions to adopt service orientation models in the provision of educational services (Hill, 2005;Higgins et al, 2002). As Birenbaum (2007) notes, such information not only assists higher education institutes to better serve their customers, but investigation of students' preferences for instruction and assessment is valuable for understanding a variety of other factors that drive the learning process and its outcomes. Some studies, for example, link student learning and testing preferences to performance differences (Phillips, 1999).…”

“…Some studies, for example, link student learning and testing preferences to performance differences (Phillips, 1999). Teacher evaluations have been found to be influenced by student preferences (Birenbaum, 2007). Unlike teaching preferences, which have received much attention, few studies regarding student assessment preferences are available, especially on feedback.…”

“…Some studies have looked at the interaction between preferences and student characteristics, that is, personality, attitudes, cognitive styles, learning orientations and strategies (Birenbaum, 2007). Positive feedback has been found to improve mood and satisfaction ratings in undergraduate students (Stake, 1982).…”

“…For example, 'surface learners' have been found to prefer teaching and assessment procedures which allow them to memorise and reproduce factual contents of study materials, and 'deep learners' have been found to prefer courses which are intellectually challenging and where assessment procedures allow them to demonstrate their understanding (Biggs, 2003;Entwistle & Tait, 1990;Gijbels & Dochy, 2006). Birenbaum (2007) found that students preferred instruction and assessment that was on the teacher-dependency side of the dimension of learning.…”

“…Such studies demonstrate the importance of considering the viewpoints of both students and academics, in that staff need to be more sensitive to student perceptions and students would benefit from a greater awareness of why particular teaching techniques are preferred by their teachers (Reid & Johnson, 2001). Finally, Birenbaum (2007) notes the importance of studying preferences lies in the fact that, "students are aware of the factors that debilitate/facilitate their learning and this awareness influences their instruction and assessment preferences" (p.753).…”