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Student and Faculty Perceptions of Summative Assessment Methods in a Block and Blend Mode of Delivery

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Title: Student and Faculty Perceptions of Summative Assessment Methods in a Block and Blend Mode of Delivery
Language: English
Authors: Paulo Ricardo Vieira Braga, Carmen Maria Ortiz Granero, Ellen Buck
Source: Journal of University Teaching and Learning Practice. 2024 21(2).
Availability: University of Wollongong. Available from: Centre for Educational Development and Interactive Resources. Northfields Avenue, Wollongong, NSW 2522, Australia. Tel: +61-2-4221-3140; Fax: +61-2-4225-8312; e-mail: jutlp@uow.edu.au; Web site: https://ro.uow.edu.au/jutlp/
Peer Reviewed: Y
Page Count: 22
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Student Attitudes, Teacher Attitudes, Summative Evaluation, Block Scheduling, Blended Learning, College Faculty, Evaluation Methods, Undergraduate Students, Student Evaluation, Foreign Countries
Geographic Terms: United Kingdom
ISSN: 1449-9789
1449-9789
Abstract: The recent increase in the number of higher education institutions adopting block teaching has prompted questions about the appropriateness of assessment methods that were commonly used in a semesterised delivery model. This paper explores student and faculty perceptions of summative assessment methods in a block and blend mode of delivery at a higher education institution in the United Kingdom. In this study, we used a convergent mixed methods approach to explore student and faculty perceptions of different assessment methods as accurate evaluations of learning using surveys, combining Likert-type and open-ended questions. The findings highlight how traditional, single assessment methods occurring at the end of a block were perceived as less accurate in evaluating learning when compared to multiple smaller assessments that occur throughout a block. The thematic analysis revealed the latter was perceived as allowing for a broader range of skills to be evaluated while simultaneously facilitating effective workload management and timely feedback. These outcomes indicate the need for assessment redesign that considers the characteristics of a block and blend mode of delivery and illuminates the shared perception of students and faculty that multiple smaller assessments are more accurate evaluations of learning. Further research with larger, more diverse samples, accommodating for different fields of study, could further our understanding of effective assessment methods and inform our practice in a block and blend mode of delivery.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1413749
Database: ERIC
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  Data: Student and Faculty Perceptions of Summative Assessment Methods in a Block and Blend Mode of Delivery
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  Data: <searchLink fieldCode="AR" term="%22Paulo+Ricardo+Vieira+Braga%22">Paulo Ricardo Vieira Braga</searchLink><br /><searchLink fieldCode="AR" term="%22Carmen+Maria+Ortiz+Granero%22">Carmen Maria Ortiz Granero</searchLink><br /><searchLink fieldCode="AR" term="%22Ellen+Buck%22">Ellen Buck</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+University+Teaching+and+Learning+Practice%22"><i>Journal of University Teaching and Learning Practice</i></searchLink>. 2024 21(2).
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  Data: University of Wollongong. Available from: Centre for Educational Development and Interactive Resources. Northfields Avenue, Wollongong, NSW 2522, Australia. Tel: +61-2-4221-3140; Fax: +61-2-4225-8312; e-mail: jutlp@uow.edu.au; Web site: https://ro.uow.edu.au/jutlp/
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  Data: 22
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  Data: 2024
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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="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Summative+Evaluation%22">Summative Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Block+Scheduling%22">Block Scheduling</searchLink><br /><searchLink fieldCode="DE" term="%22Blended+Learning%22">Blended Learning</searchLink><br /><searchLink fieldCode="DE" term="%22College+Faculty%22">College Faculty</searchLink><br /><searchLink fieldCode="DE" term="%22Evaluation+Methods%22">Evaluation Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Evaluation%22">Student Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
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  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22United+Kingdom%22">United Kingdom</searchLink>
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  Data: 1449-9789<br />1449-9789
– Name: Abstract
  Label: Abstract
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  Data: The recent increase in the number of higher education institutions adopting block teaching has prompted questions about the appropriateness of assessment methods that were commonly used in a semesterised delivery model. This paper explores student and faculty perceptions of summative assessment methods in a block and blend mode of delivery at a higher education institution in the United Kingdom. In this study, we used a convergent mixed methods approach to explore student and faculty perceptions of different assessment methods as accurate evaluations of learning using surveys, combining Likert-type and open-ended questions. The findings highlight how traditional, single assessment methods occurring at the end of a block were perceived as less accurate in evaluating learning when compared to multiple smaller assessments that occur throughout a block. The thematic analysis revealed the latter was perceived as allowing for a broader range of skills to be evaluated while simultaneously facilitating effective workload management and timely feedback. These outcomes indicate the need for assessment redesign that considers the characteristics of a block and blend mode of delivery and illuminates the shared perception of students and faculty that multiple smaller assessments are more accurate evaluations of learning. Further research with larger, more diverse samples, accommodating for different fields of study, could further our understanding of effective assessment methods and inform our practice in a block and blend mode of delivery.
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 22
    Subjects:
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Summative Evaluation
        Type: general
      – SubjectFull: Block Scheduling
        Type: general
      – SubjectFull: Blended Learning
        Type: general
      – SubjectFull: College Faculty
        Type: general
      – SubjectFull: Evaluation Methods
        Type: general
      – SubjectFull: Undergraduate Students
        Type: general
      – SubjectFull: Student Evaluation
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: United Kingdom
        Type: general
    Titles:
      – TitleFull: Student and Faculty Perceptions of Summative Assessment Methods in a Block and Blend Mode of Delivery
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            NameFull: Carmen Maria Ortiz Granero
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            NameFull: Ellen Buck
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              Type: published
              Y: 2024
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              Value: 1449-9789
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