Paper presented at Joint Northumbria/Earli Assessment Conference location:Longhurst College, Newcastle (U.K.) date:August 2002
Learning, from a constructivist point of view, is seen as a constructive act of the learner. Along with the changes in learning theory, several instructional innovations and alternative assessment methods found their ways into educational practice. But are these innovations as successful as they promise to be? In this review, the characteristics and impact of assessment are examined from the student’s point of view. Research findings suggest that students’ perceptions about assessment, have considerable influences on students’ approaches to learning. But also vice versa, students’ approaches influence the ways in which students perceive assessment. Furthermore, it was found that students hold strong views about different formats and methods of assessment. For example, within conventional assessment, multiple choice format exams are seen as favourable assessment methods in comparison to essay type questions. But when conventional assessment and alternative assessment methods are compared, students perceive alternative assessment as being more ‘fair’ than the traditional ‘normal’ assessment methods.
Full-text paper presented at the Joint Northumbria/ Earli assessment conference, published on EducatiOn-Line: http://www.leeds.ac.uk/educol/documents/00002255.htm