Influence of type of assessment and stress on the learning outcome

Abstract

Purpose – The purpose of this paper is to explore the influence of constructivism on assessment approach, where the type of question (true or false, multiple-choice, calculation or essay) is used productively. Although the student’s approach to learning and the teacher’s approach to teaching are concepts that have been widely researched, few studies have explored how the type of assessment (true or false, multiple-choice, calculation or essay questions) and stress would manifest themselves or influence the students’ learning outcome to fulfill Bloom’s taxonomy. Multiple-choice questions have been used for efficient assessment; however, this method has been criticized for encouraging surface learning. And also some students complain of excelling in essay questions and failing in multiple-choice questions. A concern has arisen that changes may be necessary in the type of assessment that is perceived to fulfill Bloom’s taxonomy. Design/methodology/approach – Students’ learning outcomes were measured using true or false, multiple-choice, calculations or essay questions to fulfill Bloom’s taxonomy and the students’ reaction to the test questionnaire. To assess the influence of the type of assessment and the stress level factors of interest, MANOVA was used to identify whether any differences exist and to assess the extent to which these differences are significantly different, both individually and collectively. Second, to assess if the feedback information given to respondents after the mid-semester assessment was effective, the one-way ANOVA procedure was used to test the equality of means and the differences in means of the mid-semester assessment scores and the final assessment scores. Findings – Results revealed that the type of questions (true or false, multiple-choice, calculations or essay) will not significantly affect the learning outcome for each subgroup. The ANOVA results, comparing the mid-semester and final assessments, indicated that there is sufficient evidence means are not equal. Thus, the feedback given to respondents after the mid-semester assessment had a positive impact on the final assessment to actively improve student learning. Research limitations/implications – This study is restricted to students in a particular university in Ghana, and may not necessarily be applicable universally. Practical implications – The practical implications of this research is that assessments for learning, and the importance of assessment impact not only on students, but also on teachers and the literature. Originality/value – This study contributes to the literature by examining how the combination of the type of assessment (true or false, multiple-choice, calculation or essay) and stress contributes to the learning outcome.

The Influence of Learning Coding Interest on Learning Outcomes of Web Programming and Mobile Devices Subjects

“…The most critical factor in studying programming about students is their interest in programming; In addition to their presence factors in class and also their perception of programming (coding) [1]. Interest is at least indirectly associated with learning outcomes and achievements even when controlling previous abilities and usually contributing about 10% of performance variances [26]. The results of the study itself are statements of what students know, understood, and able to do them after finishing the study [16].…”

“…Based on the statement above, active learning can be created when every individual of students has a learning interest so that it is finally able to practice what has been received. Individual interest in this may be defined as a psychological state characterized by focused attention, improved cognitive and affective functioning, and persistent effort, which can be seen as an individual's tendency to pay attention to specific stimuli, events, and objects-including school subjects [26].…”

Objective versus subjective methods to assess discipline-specific knowledge: a case for Extended Matching Questions (EMQs)

“…Multiple Choice Questions (MCQs) are well established as an automated assessment tool (Moss, 2001), but have several drawbacks that has led some educators to limit their application (Tetteh & Sarpong, 2015). One problem is that they require the positing of numerous spurious answers that are plausible, but wrong, thus creating a culture of mistrust between student and educator.…”

Approaches to the development of cognitive process dimensions in financial literacy: an empirical study

“…Remember, Understand, Apply, Analyze, Evaluate and Create. According to Tetteh & Sarpong (2015), for the positive development of the student achievements it is optimal to use an active learning strategy. By applying this strategy we develop in students the highest Knowledge Dimension -Metacognitive Knowledge and the highest Cognitive Process Dimension -Creativity.…”