Students’ Perceptions Toward Continuous Assessment in Anatomy Courses

Rezigalla, Assad Ali; Abdalla, Asim Mohammed; Mohammed, Heitham Mutwakil; Alhassen, Muntaser Mohammed; Mohammed, Mohammed Abbas

doi:10.46347/jmsh.2017.v03i02.002

Cited by 3 publications

(8 citation statements)

References 15 publications

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“…Our study found that most students prefer continuous assessment modules instead of having to write an exam. This finding is in agreement with previous studies where students indicated preference for CA as opposed to just an exam (Rezigalla et al, 2017;González-Campos et al, 2018;Rana and Zubair, 2019;Sanz-Pérez, 2019). This preference helps students to avoid anxiety that often comes with having to write an exam (Bjaelde et al, 2017).…”

Section: Perception Of Students On Continuous Assessmentsupporting

confidence: 93%

“…Respondents indicated that CA is a remedy for procrastination and a mechanism to help them work throughout the teaching period. This result is similar to findings in previous studies about students' perceptions that CA helps them to learn and to study (Rezigalla et al, 2017). CA helps students spend more time on their studies with the result that their final academic achievement increases (Díaz-Mora et al, 2016;Santos et al, 2018;Santovena-Casal, 2019).…”

Section: Perception Of Students On Continuous Assessmentsupporting

confidence: 89%

“…Inability to manage time amongst the various assessments that occur regularly during the teaching period results in low assessment marks, increased stress and low motivation (Day et al, 2018c). Our results lend support to observations in other studies that the time interval between assessments is not enough (Rezigalla et al, 2017). Students who have mastered time-management, on the other hand, find continuous assessment is a wonderful innovation and strategy.…”

Section: Perception Of Students On Continuous Assessmentsupporting

confidence: 84%

“…This practical concern manifest in competition between different courses and between different activities within a course (Day et al, 2018a). These results are contrary to those of Rezigalla et al (2017) who report that CA does not increase the load on students. A possible explanation to this difference is that in our study we are also dealing with a substantial proportion of students who are part-time.…”

Section: Perception Of Students On Continuous Assessmentmentioning

confidence: 64%

“…CA helps reduce the negative effects of highstakes once-off examinations (rote memorization, cramming, and high anxiety) and helps to promote student learning (De Lisle, 2015;Holmes, 2018). The application of CA in higher education spans different disciplines (Rezigalla et al, 2017;Day et al, 2018c;Nayak et al, 2020;Zhan, 2020) and various pedagogic approaches (Day et al, 2018b;Llamas-Nistal et al, 2019;Chong et al, 2020). CA has also been shown to work in traditional contexts as well as through using online and interactive Information and Communications Technology (ICT) systems (González-Campos et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

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Continuous Online Assessment at a South African Open Distance and e-Learning Institution

Fynn¹,

Mashile²

2022

Front. Educ.

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Online assessment and continuous assessment are gaining growing attention from the assessment community. In particular the merger of these two forms of assessment is becoming popular for implementing assessment at scale. In this manuscript we investigate student experiences of the implementation of online continuous assessment at an Open, Distance and e-Learning (ODeL) institution. This study describes the impact of this rapid shift to continuous online assessment, sparked by the COVID pandemic, from the perspectives of students, many of whom were confronted with online assessments for the first time. The South African higher education landscape is marked with inequalities in schooling, internet access, device access and financial resources as it is one of the most unequal countries in the world. An institution wide survey was administered electronically to all students who had taken at least one online continuous assessment module in 2020. Students completed open ended questions about their experiences of undertaking online continuous assessment during the 2020 academic year. The findings of this study found that many students were not adequately prepared for the substantial increase in workload that continuous online assessment entailed; that assessment structures disadvantaged certain groups of students, especially those who worked or managed households; that students’ access to devices and internet were grossly unequal which had a negative effect on their experience of the transition to continuous, online assessment.

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Section: Perception Of Students On Continuous Assessmentsupporting

confidence: 93%

Section: Perception Of Students On Continuous Assessmentsupporting

confidence: 89%

Section: Perception Of Students On Continuous Assessmentsupporting

confidence: 84%

Section: Perception Of Students On Continuous Assessmentmentioning

confidence: 64%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Continuous Online Assessment at a South African Open Distance and e-Learning Institution

Fynn¹,

Mashile²

2022

Front. Educ.

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Perception of students about Continuous Assessment Methods and its relation to Students’ Achievement and Motivation

Abdi

2023

Preprint

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Background Assessment is one of the most important aspects of university education since it has such a big influence on students' learning processes and results. Continuous assessment (CA) is a technique for improving the quality of students' learning throughout time. It offers a lot of benefits and a few drawbacks. The purpose of this research is to examine students' perceptions of CA and correlate it with their academic results and intrinsic motivation. Methods The study employed a mixed study design, using both qualitative and quantitative data. Quantitative data has been collected using an online-based questionnaire using the Google form platform and the students' grades, while qualitative data was collected through focus group discussions. Factor analysis using varimax rotation was used to analyse the perception of students about CA and presented using descriptive statistics alongside correlation tests to correlate students’ perception with achievement and intrinsic motivation while the qualitative data was thematically analyzed. Results The factor analysis of the students' perception of CA revealed three factors: the usefulness of CA, beneficial effects of CA, and adverse effects of CA. CA's perceived usefulness was high (Mean: 4; SD:.53) on a 5-point Likert scale, and almost all students saw CA as a motivator to study on a regular basis. The perceived beneficial effects were very high (Mean: 4.33; SD:.59), whereas the perceived adverse unwanted effects were very low (Mean: 1.67; SD:.55). The students’ achievement (grade) was positively correlated with the usefulness and beneficial effects of CA, while it was negatively correlated with the adverse effects of CA, which was statistically significant. Qualitative data also revealed three major themes, namely "advantages of CA", "disadvantages of CA", and "intrinsic vs. extrinsic motivation". The study also found that CA has improved extrinsic motivation rather than intrinsic motivation. Conclusion Even though the present study found that CA is useful for students' regular study and improved students' achievement both in CA and the final grades, on the other hand, the study also revealed that CA had increased students' extrinsic motivation rather than the intrinsic one. Therefore, for better application and use of CA, the structure of the course and student characteristics should be taken into account. Discussing with students about the goal and advantages of continuous assessment may be the key to mitigating the potential adverse effects of continuous graded assessments while also raising students' engagement in non-graded regular assessment

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Practice of Continuous Assessment in Learning Business Studies in High Schools of Lubombo Region, Eswatini

Faremi,

Thwala,

Maziya

2023

JICD

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Continuous assessment (CA) is designed to improve learners’ performance in their area of specialization and improve the teaching-learning process. The present study aimed to examine how the learners perceive the practice of continuous assessment in learning business studies in high schools in the Lubombo region of Eswatini. The study adopted a qualitative research approach using a phenomenological research design. Twelve participants were purposefully selected for the study. Data were generated using a semi-structured in-depth interview guide and analysed using content analysis in which the responses of the participants were categorized into themes and sub-themes. The results disclosed that learners had a positive perception of CA practice, and learning was improved through CA. Some of the learners perceive that continuous assessment creates an extra workload and is not frequently administered in recording their performance for the teacher to understand the learners' strengths in business studies before the final examinations at the end of the academic year. Based on the findings, it was concluded that learners had positive perceptions of continuous assessment in the learning of business studies and sensed continuous assessment as an effective way to learn business studies. A recommendation was made for teachers to administer continuous assessment regularly before the end of year examination. Received: 4 January 2023 / Accepted: 29 June 2023 / Published: 5 July 2023

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Students’ Perceptions Toward Continuous Assessment in Anatomy Courses

Cited by 3 publications

References 15 publications

Continuous Online Assessment at a South African Open Distance and e-Learning Institution

Continuous Online Assessment at a South African Open Distance and e-Learning Institution

Perception of students about Continuous Assessment Methods and its relation to Students’ Achievement and Motivation

Practice of Continuous Assessment in Learning Business Studies in High Schools of Lubombo Region, Eswatini

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