Predictors of Academic Achievement and Their Possible Applications

Lockshin, Jeffrey; Zamkov, Oleg

doi:10.2304/pfie.2009.7.4.399

Cited by 5 publications

(11 citation statements)

References 12 publications

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“…This is the rst time that this has been shown for nursing students or in a pharmacology course. However, this nding is not consistent for all disciplines, as marked tutorials have been shown to improve marks for courses in calculus, macroeconomics [16], nance [17], and law [20].…”

Section: Discussionmentioning

confidence: 99%

“…In contrast, marks for home assignments were a strong predictor of examination performance in courses in calculus and macroeconomics [16], and education [17]. Marks for home assignments in statistics were shown to predict examination performance in one study [18], but not another [16]. Other studies have shown that marked tutorial-based assessments have a signi cant positive association with examination performance in nance [19] and law [20] courses.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Descriptive study of how proportioning marks determines the performance of nursing students in a pharmacology course.

Doggrell¹

2020

Preprint

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Background: In programs with higher proportions of marks allocated to ongoing assessment, the students have higher overall marks than those with a lower proportion allocated to assessment. Little or no attention has been made to how the allocation affects the academic success of students in individual courses. The purpose of this study was to determine how the allocation of marks to examinations, tutorials and an assignment affects the performance of nursing students in a pharmacology course. Methods: For students who passed a pharmacology course (i) the marks for examinations and ongoing assessment (tutorials and/or an assignment) were compared, and (ii) regression line and correlation analysis was undertaken to determine any association between these marks. In addition, for completing students, modelling was undertaken to determine the effects of changing the allocation of marks on passing and failing rates.Results: Nursing students who passed a pharmacology course obtained significantly lower marks in examinations than ongoing assessment, and for the ongoing assessment, lower marks in the assignment than tutorials. Regression line analysis showed that the marks in ongoing assessment (tutorials and/or the assignment) versus examination marks were a poor line-fit. The correlation coefficients between ongoing assessment and examinations were weak to moderate. A high percentage of students passed the course (> 90%) and, modelling for completing students, showed that decreasing the marks for examination would have led to slightly more students passing the pharmacology course with higher grades. In contrast, increasing the marks for examination would have dramatically decreased the number of students passing the course, and their grades.Conclusions: The allocation of marks can have a major effect on student performance. As ongoing assessment is only a weak or moderate indicator of performance in examination this has implications for students who rely on passing examinations for their advancement. For instance, nursing students in some countries (e.g. USA) are required to pass examinations prior to registration, whereas in others (e.g. Australia) they are not. Consideration needs to be given as to whether it is appropriate for nursing students who fail examinations to pass courses/programs.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Descriptive study of how proportioning marks determines the performance of nursing students in a pharmacology course.

Doggrell¹

2020

Preprint

View full text Add to dashboard Cite

show abstract

“…Only in one course of this study, was the ongoing assessment marks separated, and this showed no correlation between the marks for a practical write-up and an aligned examination question [13]. In contrast, marks for home assignments were a strong predictor of examination performance in courses in calculus and macroeconomics [16], and education [17]. Marks for home assignments in statistics were shown to predict examination performance in one study [18], but not another [16].…”

Section: Introductionmentioning

confidence: 55%

“…However, this finding is not consistent for all disciplines or students. Marked tutorials improved marks in examination for courses in calculus, macroeconomics [16], finance [20], and law [21]. Marked homework in statistics has been variously shown to improve examination performance [18] or have no effect [16].…”

Section: Discussionmentioning

confidence: 99%

“…Marked tutorials improved marks in examination for courses in calculus, macroeconomics [16], finance [20], and law [21]. Marked homework in statistics has been variously shown to improve examination performance [18] or have no effect [16]. One possible explanation for this discrepancy between studies may relate to disciplines, with marked homework/tutorials being a better predictor of examination results in mathematics, economics, education and law than in a pharmacology course.…”

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Marks, and their proportioning between examinations, tutorials and assignment, as determinants of the performance of nursing students in a pharmacology course

Doggrell¹

2020

Preprint

View full text Add to dashboard Cite

Background In programs with higher proportions of marks allocated to ongoing assessment, the students have higher overall marks than those with a lower proportion allocated to assessment. Little or no attention has been made to how the allocation affects the academic success of students in individual courses. The purpose of this study was to determine how the allocation of marks to examinations, tutorials and an assignment affects the performance of nursing students in a pharmacology course. Methods For students who passed a pharmacology course (i) the marks for examinations and ongoing assessment (tutorials and/or an assignment) were compared, and (ii) regression line and correlation analysis was undertaken to determine any association between these marks. In addition, for completing students, modelling was undertaken to determine the effects of changing the allocation of marks on passing and failing rates. Results Nursing students who passed a pharmacology course obtained significantly lower marks in examinations than ongoing assessment, and for the ongoing assessment, lower marks in the assignment than tutorials. Regression line analysis showed that the marks in ongoing assessment (tutorials and/or the assignment) versus examination marks were a poor line-fit. The correlation coefficients between ongoing assessment and examinations were weak to moderate. A high percentage of students passed the course (> 90%) and, modelling for completing students, showed that decreasing the marks for examination would have led to slightly more students passing the pharmacology course with higher grades. In contrast, increasing the marks for examination would have dramatically decreased the number of students passing the course, and their grades. Conclusions The allocation of marks can have a major effect on student performance. As ongoing assessment is not a good predictor of performance in examination this has implications for students who rely on passing examinations for their advancement. For instance, nursing students in some countries (e.g. USA) are required to pass examinations prior to registration, whereas in others (e.g. Australia) they are not. Consideration needs to be given as to whether it is appropriate for nursing students who fail examinations to pass courses/programs.

show abstract

Descriptive study of how proportioning marks determines the performance of nursing students in a pharmacology course

Doggrell

2020

BMC Nurs

View full text Add to dashboard Cite

Background In programs with higher proportions of marks allocated to ongoing assessment, the students have higher overall marks than those with a lower proportion allocated to assessment. Little or no attention has been made to how the allocation affects the academic success of students in individual courses. The purpose of this study was to determine how the allocation of marks to examinations, tutorials and an assignment affects the performance of nursing students in a pharmacology course. Methods For students who passed a pharmacology course (i) the marks for examinations and ongoing assessment (tutorials and/or an assignment) were compared, and (ii) regression line and correlation analysis was undertaken to determine any association between these marks. In addition, for completing students, modelling was undertaken to determine the effects of changing the allocation of marks on passing and failing rates. Results Nursing students who passed a pharmacology course obtained significantly lower marks in examinations than ongoing assessment, and for the ongoing assessment, lower marks in the assignment than tutorials. Regression line analysis showed that the marks in ongoing assessment (tutorials and/or the assignment) versus examination marks were a poor line-fit. The correlation coefficients between ongoing assessment and examinations were weak to moderate. A high percentage of students passed the course (> 90%) and, modelling for completing students, showed that decreasing the marks for examination would have led to slightly more students passing the pharmacology course with higher grades. In contrast, increasing the marks for examination would have dramatically decreased the number of students passing the course, and their grades. Conclusions The allocation of marks can have a major effect on student performance. As ongoing assessment is only a weak or moderate indicator of performance in examination this has implications for students who rely on passing examinations for their advancement. For instance, nursing students in some countries (e.g. USA) are required to pass examinations prior to registration, whereas in others (e.g. Australia) they are not. Consideration needs to be given as to whether it is appropriate for nursing students who fail examinations to pass courses/programs.

show abstract

Predictors of Academic Achievement and Their Possible Applications

Cited by 5 publications

References 12 publications

Descriptive study of how proportioning marks determines the performance of nursing students in a pharmacology course.

Descriptive study of how proportioning marks determines the performance of nursing students in a pharmacology course.

Marks, and their proportioning between examinations, tutorials and assignment, as determinants of the performance of nursing students in a pharmacology course

Descriptive study of how proportioning marks determines the performance of nursing students in a pharmacology course

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