Do students with well‐aligned perceptions of question difficulty perform better?

Lingard, Jennifer; Minasian-Batmanian, Laura C.; Vella, Gilbert; Cathers, Ian; González, Carmen

doi:10.1080/02602930802287249

“…With respect to academic achievement, the students with a shallow approach obtain the weakest results (Lingard, Minasian-Batmanian, Vella, Cathers, & Gonzalez, 2009;Ellis, Taylor, & Drury, 2007;Trigwell & Ashwin, 2006;Biggs, 1987;Watkins, 1983). Other authors have argued that the type of approach is independent from academic achievement (Ramsden, Martin, & Bowden, 1989).…”

Section: Shallow Approach and Deep Approachmentioning

confidence: 99%

Educational Platforms and Learning Approaches in University Education

Vázquez-Martínez¹,

Alducin-Ochoa²

2014

ASS

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This study was conducted at the Superior Technical School of Construction Engineering of Seville (Spain) with students registered in the Materials I course who received academic training using blended learning methodology. Technical degree programs are characterized by a high dropout rate and academic underachievement. For that reason, the study aimed to assess the dominant learning approaches among these students, the relationship between leaning approaches and academic achievement, the relationship between learning approaches and the extent of WebCT platform use, and the influence of learning approaches on the students´ assessment of the platform. To identify students´ learning approaches, the R-SPQ-2F questionnaire developed by Biggs, Kember, and Leung (2001) was used. The students assessed the WebCT platform using an ad hoc PSEW questionnaire. The study was descriptive and used a correlational design. The study was conducted retroactively and measured variables that were not experimentally manipulated. The results indicate that the majority of the students have a low-intensity deep approach. The deep approach was more common among the female students than the male students, and the female students obtained higher scores on the deep motivation and deep strategy subscales. The dominant learning approach had no influence on academic achievement, but the dominant learning approach did influence the extent of WebCT platform use, as well as the students' assessments of the platform.

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“…They may be unable to judge the complexity of knowledge required by the task, affecting their ability to select appropriate strategies. Students" perceptions of examination questions affect their approaches to learning (Baumgart & Halse, 1999;Davidson, 2002;Lingard et al, 2009).…”

Section: Developing Discipline-specific Discourse Skillsmentioning

confidence: 99%

Testing Times: The Impact of Chinese Undergraduate Students' Perceptions of Two Examination Formats on Their Motivation, Study Strategies, and Approaches to Learning

Tait¹

0

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<p>Chinese undergraduate students from mainland China, Hong Kong and Taiwan may have different language backgrounds and previous assessment experiences compared with most students studying in a western university. This mixed methods study examines their perceptions of how two examination formats - multiple-choice and essay questions - impact on their motivation, approaches to learning, and study strategies at a New Zealand university. Quantitative data were gathered using a modified Biggs' two factor study process questionnaire and a modified Patterns of Adaptive Learning Study questionnaire. Survey results were integrated with qualitative interview data gathered and analysed using a constructivist version of grounded theory. The participants reported combining deep and surface approaches to learning for both examination formats, preferring deep approaches. In comparison to study strategies used for multiple-choice examinations, more deep strategies were reported for essay examinations. Participants described combining memorisation with understanding in a sequence of study strategies for both examination formats. Predicting and practising both types of examination questions allowed participants to align their perceptions with possible examination requirements. Participants' confidence in their English language ability impacted on memorisation for essay questions. Analysis of the findings supports a model of the interrelationship of motivation, approaches to learning, calculating to develop perceptions of task demands, and the development of discipline-specific discourse skills in English. Perceptions of examination formats impact on study strategies with deep and surface strategies linked through practising. The implications of these findings for assessment of culturally and linguistically diverse tertiary students support the use of well designed multiple-choice questions in examinations to promote deep learning for these students, combined with formative assessment.</p>

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“…If students simply classify examination questions according to their format (multiplechoice or essay questions) to determine their approaches to learning, they may have an underlying assumption that all multiple-choice questions and all essay questions are of the same degree of complexity. Student and staff perceptions of the difficulty and complexity of examination questions have a relationship with student approaches to learning (Baumgart & Halse, 1999;Davidson, 2002;Lingard, Minasian-Batmanian, Vella, Cathers & Gonzalez, 2009). Students" perceptions of the level of complexity of examination questions were a factor in inducing approaches to learning.…”

Section: Complexity Of Questions In Examinationsmentioning

confidence: 99%

“…Students" perceptions of the level of complexity of examination questions were a factor in inducing approaches to learning. Lingard et al (2009) found that agreement between staff and students over the grade descriptors of multiple-choice questions in a biochemistry and physics course was 50% or less. Poor descriptor agreement was associated with lower marks for the students as they failed to recognise the level of skill development required, reducing their chances of developing those skills.…”

Section: Complexity Of Questions In Examinationsmentioning

confidence: 99%

Testing Times: The Impact of Chinese Undergraduate Students' Perceptions of Two Examination Formats on Their Motivation, Study Strategies, and Approaches to Learning

Tait¹

0

View full text Add to dashboard Cite

<p>Chinese undergraduate students from mainland China, Hong Kong and Taiwan may have different language backgrounds and previous assessment experiences compared with most students studying in a western university. This mixed methods study examines their perceptions of how two examination formats - multiple-choice and essay questions - impact on their motivation, approaches to learning, and study strategies at a New Zealand university. Quantitative data were gathered using a modified Biggs' two factor study process questionnaire and a modified Patterns of Adaptive Learning Study questionnaire. Survey results were integrated with qualitative interview data gathered and analysed using a constructivist version of grounded theory. The participants reported combining deep and surface approaches to learning for both examination formats, preferring deep approaches. In comparison to study strategies used for multiple-choice examinations, more deep strategies were reported for essay examinations. Participants described combining memorisation with understanding in a sequence of study strategies for both examination formats. Predicting and practising both types of examination questions allowed participants to align their perceptions with possible examination requirements. Participants' confidence in their English language ability impacted on memorisation for essay questions. Analysis of the findings supports a model of the interrelationship of motivation, approaches to learning, calculating to develop perceptions of task demands, and the development of discipline-specific discourse skills in English. Perceptions of examination formats impact on study strategies with deep and surface strategies linked through practising. The implications of these findings for assessment of culturally and linguistically diverse tertiary students support the use of well designed multiple-choice questions in examinations to promote deep learning for these students, combined with formative assessment.</p>

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Do students with well‐aligned perceptions of question difficulty perform better?

Cited by 8 publications

References 21 publications

Educational Platforms and Learning Approaches in University Education

Educational Platforms and Learning Approaches in University Education

Testing Times: The Impact of Chinese Undergraduate Students' Perceptions of Two Examination Formats on Their Motivation, Study Strategies, and Approaches to Learning

Testing Times: The Impact of Chinese Undergraduate Students' Perceptions of Two Examination Formats on Their Motivation, Study Strategies, and Approaches to Learning

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