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ERIC Number: EJ1153886
Record Type: Journal
Publication Date: 2017
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0309-877X
EISSN: N/A
University Students' Perceptions of Summative Assessment: The Role of Context
Iannone, Paola; Simpson, Adrian
Journal of Further and Higher Education, v41 n6 p785-801 2017
We report on a mixed-method study that compared students' perceptions of summative assessment across two distinct disciplines--education and mathematics, at two research-intensive institutions in the UK. The disciplines chosen represent opposing positions in Biglan's classification of academic disciplines, as well as having very different assessment practices. Results suggest that these education students prefer to be assessed by methods they perceive to discriminate on the basis of academic abilities. Moreover, they perceive the traditional closed-book examination as inadequate to assess the capabilities which are key to being successful in their subject, which fits some but not all of the general findings in the literature. However, comparing these results with those of an identical study with mathematics students, we find that the perceptions of summative assessment are very different. We account for that difference by suggesting that students' epistemic beliefs play a role in shaping these perceptions and conclude that, in designing summative assessment in higher education, generalised and centralised forces for change need to be tempered by contextual and disciplinary factors.
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Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom
Grant or Contract Numbers: N/A