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ERIC Number: EJ1018913
Record Type: Journal
Publication Date: 2013-Nov
Pages: 13
Abstractor: As Provided
Reference Count: 43
ISBN: N/A
ISSN: ISSN-1469-7874
The Impact of Assessment Tasks on Subsequent Examination Performance
Van Gaal, Frank; De Ridder, Annemieke
Active Learning in Higher Education, v14 n3 p213-225 Nov 2013
In this article, the impact of assessment tasks on examination result (measured by examination grades) is investigated. Although many describe the advantages of electronic assessment tasks, few studies have been undertaken which compare a traditional approach using a classical examination with a new approach using assessment tasks. The main hypothesis of this study is that assessment tasks have a positive impact on results. It should motivate students to avoid procrastination and to adopt a deep learning approach. We test this research hypothesis in a case study with undergraduate students in their second year at university. Study results of students before and after the implementation of the assessment tasks are compared using t-tests. A regression analysis is performed to investigate the impact of the assessment tasks on the examination result. Empirical evidence of whether or not a positive effect of assessment tasks on the examination result is presented. The impact of how assessment tasks affect students with differing levels of performance is provided, and implications for educators is offered.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A