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Student Learning Approaches: Beyond Assessment Type to Feedback and Student Choice

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Title: Student Learning Approaches: Beyond Assessment Type to Feedback and Student Choice
Authors: Clack, Alice, Dommett, Eleanor J. (ORCID 0000-0002-6973-8762)
Source: Education Sciences. 2021 11.
Availability: MDPI AG. Klybeckstrasse 64, 4057 Basel, Switzerland. e-mail: education@mdpi.com; e-mail: indexing@mdpi.com; Web site: https://www.mdpi.com/journal/education
Peer Reviewed: Y
Page Count: 14
Publication Date: 2021
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Learning Strategies, Questionnaires, Undergraduate Students, Feedback (Response), Test Format, Multiple Choice Tests, Essay Tests, Timed Tests, Performance Factors, Preferences, Correlation, Grades (Scholastic), Notetaking, Foreign Countries
Geographic Terms: United Kingdom
Assessment and Survey Identifiers: Study Process Questionnaire
ISSN: 2227-7102
Abstract: Student Approaches to Learning (SAL) have been the focus of much research, typically linking different approaches, e.g., surface and deep, to different assessment types. However, much of the previous research has not considered the different conditions under which different types of assessment occur and the different types of feedback they typically attract. In the current study, UK university students were allocated to one of two assessment conditions (Multiple Choice Questions (MCQs) or short essay). Half of the participants were then given the choice of receiving a grade or written feedback, whilst the other half were randomly allocated to one of the two feedback types. Participants were required to learn specific material and complete an assessment. Study time, assessment time, grade and notetaking approaches were analysed along with SAL, measured using the Study Process Questionnaire. Results indicated that participants performed better when they completed MCQs and expected to receive written feedback. There were no significant differences in feedback preferences between the two assessment types. There was no relationship between assessment, feedback type and SAL, however, interaction effects suggest that where students have a choice, those who choose written feedback exhibit deeper learning. This study is the first to demonstrate, albeit in an artificial learning activity, that the type of feedback students expect to receive may impact on their outcomes and the SAL in advance of receiving the feedback. Furthermore, the relationship between feedback and SAL may be moderated by student choice. Whilst further research is needed, this study indicates that the relationship between assessment, feedback and choice is complex.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1314619
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Student Learning Approaches: Beyond Assessment Type to Feedback and Student Choice
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  Data: <searchLink fieldCode="AR" term="%22Clack%2C+Alice%22">Clack, Alice</searchLink><br /><searchLink fieldCode="AR" term="%22Dommett%2C+Eleanor+J%2E%22">Dommett, Eleanor J.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6973-8762">0000-0002-6973-8762</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Education+Sciences%22"><i>Education Sciences</i></searchLink>. 2021 11.
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  Data: MDPI AG. Klybeckstrasse 64, 4057 Basel, Switzerland. e-mail: education@mdpi.com; e-mail: indexing@mdpi.com; Web site: https://www.mdpi.com/journal/education
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  Data: 14
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  Data: 2021
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Learning+Strategies%22">Learning Strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Questionnaires%22">Questionnaires</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Feedback+%28Response%29%22">Feedback (Response)</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Format%22">Test Format</searchLink><br /><searchLink fieldCode="DE" term="%22Multiple+Choice+Tests%22">Multiple Choice Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Essay+Tests%22">Essay Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Timed+Tests%22">Timed Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Performance+Factors%22">Performance Factors</searchLink><br /><searchLink fieldCode="DE" term="%22Preferences%22">Preferences</searchLink><br /><searchLink fieldCode="DE" term="%22Correlation%22">Correlation</searchLink><br /><searchLink fieldCode="DE" term="%22Grades+%28Scholastic%29%22">Grades (Scholastic)</searchLink><br /><searchLink fieldCode="DE" term="%22Notetaking%22">Notetaking</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22United+Kingdom%22">United Kingdom</searchLink>
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  Data: <searchLink fieldCode="SU" term="%22Study+Process+Questionnaire%22">Study Process Questionnaire</searchLink>
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  Data: 2227-7102
– Name: Abstract
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  Data: Student Approaches to Learning (SAL) have been the focus of much research, typically linking different approaches, e.g., surface and deep, to different assessment types. However, much of the previous research has not considered the different conditions under which different types of assessment occur and the different types of feedback they typically attract. In the current study, UK university students were allocated to one of two assessment conditions (Multiple Choice Questions (MCQs) or short essay). Half of the participants were then given the choice of receiving a grade or written feedback, whilst the other half were randomly allocated to one of the two feedback types. Participants were required to learn specific material and complete an assessment. Study time, assessment time, grade and notetaking approaches were analysed along with SAL, measured using the Study Process Questionnaire. Results indicated that participants performed better when they completed MCQs and expected to receive written feedback. There were no significant differences in feedback preferences between the two assessment types. There was no relationship between assessment, feedback type and SAL, however, interaction effects suggest that where students have a choice, those who choose written feedback exhibit deeper learning. This study is the first to demonstrate, albeit in an artificial learning activity, that the type of feedback students expect to receive may impact on their outcomes and the SAL in advance of receiving the feedback. Furthermore, the relationship between feedback and SAL may be moderated by student choice. Whilst further research is needed, this study indicates that the relationship between assessment, feedback and choice is complex.
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  Data: As Provided
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  Data: 2021
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  Data: EJ1314619
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      Pagination:
        PageCount: 14
    Subjects:
      – SubjectFull: Learning Strategies
        Type: general
      – SubjectFull: Questionnaires
        Type: general
      – SubjectFull: Undergraduate Students
        Type: general
      – SubjectFull: Feedback (Response)
        Type: general
      – SubjectFull: Test Format
        Type: general
      – SubjectFull: Multiple Choice Tests
        Type: general
      – SubjectFull: Essay Tests
        Type: general
      – SubjectFull: Timed Tests
        Type: general
      – SubjectFull: Performance Factors
        Type: general
      – SubjectFull: Preferences
        Type: general
      – SubjectFull: Correlation
        Type: general
      – SubjectFull: Grades (Scholastic)
        Type: general
      – SubjectFull: Notetaking
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      – SubjectFull: Foreign Countries
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      – SubjectFull: United Kingdom
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      – SubjectFull: Study Process Questionnaire
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    Titles:
      – TitleFull: Student Learning Approaches: Beyond Assessment Type to Feedback and Student Choice
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            NameFull: Dommett, Eleanor J.
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