Relationships between learning patterns and attitudes towards two assessment formats

Birenbaum, Menucha; Feldman, Rose A.

doi:10.1080/0013188980400109

Cited by 103 publications

(104 citation statements)

References 27 publications

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“…The pertinent literature on student preference of traditional forms of assessment over alternative assessments is inconclusive. The general overall findings indicate that students in various content areas prefer closed-response formats like MCQs Zoller, 1997: Birenbaum andFeldman, 1998;Traub and MacRury, 1990;Zeidner, 1987;Beller and Gafni, 2000;Scouller, 1998). However, it should be noted that none of these studies investigated assessment preferences in an EF/SL environment.…”

Section: Resultsmentioning

confidence: 99%

“…With regard to gender, males were shown to outperform females on assessments of the MCQ variety. According to the studies of Ben-Chaim and Zoller (1997), Birenbaum and Feldman (1998), Traub and MacRury (1990) and Zeidner (1987) students, especially the males (Beller and Gafni, 2000), generally prefer multiple choice formats, or simple and de-contextualized questions over essay type assessments or constructed-response types of questions. Traub and MacRury (1990) reported that students have more positive attitudes towards multiple choice tests in comparison to free response tests because they think that these tests are easier to prepare for, easier to take, and thus will bring in relatively higher scores.…”

Section: Review Of Pertinent Literaturementioning

confidence: 99%

“…As regards the pertinent literature on gender differences in assessment preferences, the results of this study deviate slightly from previous findings. According to the studies of Ben-Chaim and Zoller (1997), Birenbaum and Feldman (1998), Traub and MacRury (1990) and Zeidner (1987) students, especially the males (Beller and Gafni, 2000), generally prefer multiple choice formats, or simple and de-contextualized questions over essay type assessments or constructed-response types of questions. Results of the current study indicate that Gulf Arab males stated a preference for assessments where they can reflect and give their opinion as their top choice.…”

Section: Major Differences Between Males and Femalesmentioning

confidence: 99%

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An Investigation into Assessment Preferences of Gulf Arab Students

Al-Hamly

Coombe

2015

J. arts soc. sci.

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The purposes of this study are to gain insight into Gulf Arab EFL students' preferences when being assessed in their university-level English courses and to investigate if gender and degree of test anxiety have an impact on these preferences. Data were obtained from responses on an adapted form of Birenbaum's (1994) Assessment Preferences Inventory. Results show that the students participating in this study favor assessments with multiplechoice (MCQ) questions as they are viewed as being easier to prepare for, easier to take, and thus will bring in relatively higher scores. Results also indicate that students are very much in favor of choosing how they will be assessed and data report a strong preference for multiple measures, and low stakes assessment. Implications for the classroom are also discussed.

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Section: Resultsmentioning

confidence: 99%

Section: Review Of Pertinent Literaturementioning

confidence: 99%

Section: Major Differences Between Males and Femalesmentioning

confidence: 99%

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An Investigation into Assessment Preferences of Gulf Arab Students

Al-Hamly

Coombe

2015

J. arts soc. sci.

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“…Há estudos empíricos, por exemplo, que demonstram que o uso de métodos alternativos de avaliação permite uma aprendizagem mais eficaz e uma maior motivação por parte dos estudantes (TANG et al, 1999;SEGERS;THURLINGS, 2008). Por outro lado, o modo como a avaliação é operacionalizada influencia a motivação e a aprendizagem dos alunos (BIRENBAUM; FELDMAN, 1998;FERNANDES;LIMA 2012;WEBBER, 2012;FLORES et al, 2014;, sendo vista como "uma ferramenta para a aprendizagem" (DOCHY; MCDOWELL, 1997).…”

Section: Online Peer Assessment No Ensino Superiorunclassified

Online Peer Assessment no ensino superior: uma revisão sistemática da literatura em práticas educacionais

Rosa

Coutinho

Flores

2017

Avaliação (Campinas)

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Resumo: Neste artigo procedemos a uma revisão sistemática da literatura sobre Online Peer Assessment (OPA) no Ensino Superior, mediada por Tecnologias Digitais de Informação e Comunicação (TIC). Identificamos suas características centrais e opcionais e mapeamos exemplos práticos (procedimentos e TIC) de OPA que poderão ser transversais, adaptáveis e aplicáveis em diversas unidades curriculares e regimes educacionais. Os resultados apontam para a utilização da OPA como uma estratégia que potencializa a "avaliação para a aprendizagem". Os referenciais teóricos subjacentes, os métodos de avaliação e os tipos de TIC utilizados indicam seu direcionamento para um maior envolvimento e responsabilidade do aluno na sua aprendizagem. Evidenciamos na literatura que se busca desenvolver essas competências, dando ao aluno oportunidades com alguma regularidade, para autoavaliar-se e avaliar seus pares por meio de feedback construtivo. Há também evidências de que dar ou produzir feedback é mais benéfico para a aprendizagem do que apenas recebê-lo, como também é cognitivamente mais exigente e envolve os alunos de forma mais ativa e os direciona ao pensamento crítico e a processos metacognitivos. A partir dos resultados alcançados, consideramos que a OPA, enquanto ferramenta cognitiva, contribui para a construção do conhecimento e para a reflexão sobre a aprendizagem. Um desafio que se coloca diz respeito ao desenvolvimento criativo com foco na diversificação e na inovação das práticas de avaliação no sentido de potenciar aprendizagens e resultados acadêmicos, em atenção às necessidades de aprendizagem que se manifestam frente as expectativas da educação atual e futura e às exigências da sociedade.Palavras-chave: Avaliação no ensino superior. Online peer assessment. Avaliação digital. Online peer assessment in higher education: a systematic review of literature in educational practicesAbstract: In this research a systematic review of literature about Online Peer Assessment (OPA) in higher education, mediated by Information and Communication Technology (ICT), was carried out. Optional and central characteristics and its practices (procedures and ICT) were identified and mapping. These procedures and practices may be transversal, adaptable and applied in several curriculum units and educational regimes. The results point to the use of OPA as a strategy that enhances "assessment for learning". The theoretical framework, the methods of assessment and the kinds of ICT used indicate directions for greater involvement and responsibility from the part of the student in his/her learning. Theoretical framework identifies the need to develop students' skills, providing them with opportunities for self-assessment and peer assessment on a regular basis through constructive feedback. There is also evidence that to give or receive feedback is more beneficial for learning than just receiving it. It is also cognitively more demanding and directs the students to critical thinking and metacognitive processes. From the results obtained, OPA is seen...

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“…Bazı araştırmalarda bahsedilen algılar üzerinde cinsiyetin anlamlı bir farklılık oluşturmadığı ya da küçük farklılıklar meydana getirdiği (Alkharusi, 2013;Elkhader, 2008;Herman, Klein ve Wakai, 1997;Koul, 2012 ) tespit edilirken bazı araştırmalarda ise cinsiyet açısından farklılık olduğu (Alkharusi, 2011;Alkharusi ve diğ., 2013;Birenbaum ve Feldman, 1998;Cakan, 2011;Dhindsa ve diğ., 2007;Gao, 2012;Kniveton, 1996) belirlenmiştir.…”

Section: Tartışma Sonuç Ve öNerilerunclassified

The Investigation of the Relationship between the Students’ Perceptions about the Classroom Assessment Environment and Their Achievement-Goal Orientations: Gender Perspective

Buldur

2014

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Relationships between learning patterns and attitudes towards two assessment formats

Cited by 103 publications

References 27 publications

An Investigation into Assessment Preferences of Gulf Arab Students

An Investigation into Assessment Preferences of Gulf Arab Students

Online Peer Assessment no ensino superior: uma revisão sistemática da literatura em práticas educacionais

The Investigation of the Relationship between the Students’ Perceptions about the Classroom Assessment Environment and Their Achievement-Goal Orientations: Gender Perspective

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