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Title: Students' assessment preferences and approaches to learning: can formative assessment make a difference?
Authors: Gijbels, David ×
Dochy, Filip #
Issue Date: Dec-2006
Publisher: Routledge journals, taylor & francis ltd
Series Title: Educational studies vol:32 issue:4 pages:399-409
Abstract: The purpose of this paper is to gain insight into the relationships between hands-on experiences with formative assessment, students' assessment preferences and their approaches to learning. The sample consisted of 108 university first-year Bachelor's students studying criminology. Data were obtained using the Revised two-factor study process questionnaire (R-SPQ-2F) and the Assessment preferences inventory (API). The study shows that differences in assessment preferences are correlated with differences in approach to learning. Students' preferences for assessment methods with higher-order thinking tasks are significantly lower after actual experience with a formative assessment. Moreover, students also changed their approaches to learning after hands-on experience with a formative mode of assessment. Surprisingly, this change evinced a more 'surface approach' to learning. Nevertheless, this is in line with other recent research findings. The paper ends with some possible explanations, and new directions for research are proposed.
URI: 
ISSN: 0305-5698
Publication status: published
KU Leuven publication type: IT
Appears in Collections:Education and Training
× corresponding author
# (joint) last author

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