Continuous assessment in a large group of psychology undergraduates

Abstract

Introduction. A continuous classroom assessment method was applied to a higher education

Procrastination and cheating from secondary school to university

“…Procrastination still remains high but more or less the same as it was at the end of secondary school, with only a very slight and non significant decrease. This effect may be due to the Bologna premises as they lead lecturers to apply a more continuous assessment system, which undoubtedly reduces students' tendency to procrastinate (Clariana et al, 2011). However, in contrast, during the first year in university cheating reaches its maximum peak, and becomes a very common and usual practice.…”

“…In addition, academic cheating shows some similarities with academic procrastination as both are more frequently observed in males than in females and in impulsive students who strongly disagree with academic rules (Anderman, Cupp, & Lane, 2009;Brunell, Staats, Barden, & Hupp, 2011;Karim, Zamzuri, & Nor, 2009;Miller, Murdock, Anderman, & Poindexter, 2007). Moreover, students who tend to plagiarise and cheat get lower grades, show a lower level of conscientiousness and self efficacy and attend lessons less frequently than honest students (Yardley, Domènech, Bates, & Nelson, 2009), characteristics which are also described as usual for procrastinators (Ackerman & Gross, 2005;Clariana et al, 2011;Klassen et al, 2009).…”

“…In connection with these findings some comments might be added. Again we should cite the Bologna premises which, and as already mentioned, may contribute to diminish procrastination (Clariana et al, 2011), but which perhaps leads as well to a higher tendency to cheat because of the great amount of work students have to cope with. Another possible explanation is the one offered by some other authors, who have already noticed that cheating appears early before university period (Aydogan, Dogan, & Bayram, 2009;Hawkings, 2008;Surià-Martínez, 2011), so when students arrive in higher education they have already widely developed their "abilities" to cheat.…”

“…As far as this is concerned, Bhattacharya and Jorgensen (2008) posit that: This (meaning the Internet) may be considered both a blessing and a curse (p. 194) and they urge teachers, even in tertiary education, to use more "formative assessment", and not only "summative assessment" among other actions, in order to reduce cheating. Accordingly, we ourselves presented a study in this line and showed that when university students constructively gain knowledge and participate in their own assessment criteria, at least academic procrastination can be significantly curbed (Clariana et al, 2011).…”

Tipología de Actividades Extraescolares y Procrastinación Académica en Alumnado de Educación Primaria

“…Esta característica se ha venido estudiando en psicología desde la década de los ochenta y ha demostrado ser claramente perjudicial para el aprendizaje académico, tal y como comentan algunos autores desde distintas latitudes (Clariana, Gotzens y Badia, 2011;Clariana, Gotzens, Badia y Cladellas, 2012;Lakshminarayan, Potdar y Reddy, 2013;Lubbers, Van Der Werf, Kuyper y Hendriks, 2010;Moon y Illingworth, 2005, Rothblum, Solomon y Murakami, 1986.…”