How Assessment Choice Affects Student Perception and Performance
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| Title: | How Assessment Choice Affects Student Perception and Performance |
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| Language: | English |
| Authors: | Sanne Unger, Alanna Lecher |
| Source: | Journal of Effective Teaching in Higher Education. 2024 7(1):78-95. |
| Availability: | Journal of Effective Teaching in Higher Education. Centers for Teaching Excellence and Faculty Leadership, University of North Carolina Wilmington, 601 South College Road, Wilmington, NC 28403. e-mail: jethe@uncw.edu; Web site: https://jethe.org/index.php/jethe |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | College Faculty, College Students, Alternative Assessment, Test Selection, Test Format, Recall (Psychology), Student Attitudes, Learner Engagement, Reading Tests, Video Technology, Audiovisual Aids, Testing, Comparative Testing, Student Evaluation, Student Evaluation of Teacher Performance, Test Anxiety, Action Research, Course Evaluation |
| ISSN: | 2578-7608 |
| Abstract: | This action research project sought to understand how giving students a choice in how to demonstrate mastery of a reading would affect both grades and evaluations of the instructor, given that assessment choice might increase student engagement. We examined the effect of student assessment choice on grades and course evaluations, the two assessment options being a reading quiz or a two-minute video recording of themselves "recalling" what they could about the text (a "recall"). In Year 1, students were required to complete a multiple-choice reading quiz, with the option to complete a recall video for the opportunity to revise essays (revision tokens). In Year 2, students were allowed to choose whether they submitted a recall video or a quiz, with the option to submit the other to earn revision tokens. The data included student submissions, grades, and course evaluations. Students completed more recall assignments when the recall replaced the quiz requirement than during Year 1 when recalls only earned the students revision tokens. In addition, the instances of students completing both the quiz and recall increased in Year 2. Average course grades did not change from year to year, but students with higher course grades were significantly more likely to have completed recalls in both years. Student evaluations of the instructor were significantly higher for "responses to diverse learning styles" in Year 2 compared to Year 1. The study shows that letting students choose the assessment type they prefer can lead to increased student engagement and improve their perception of the instructor's responsiveness to learning styles, without causing grade inflation. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1436886 |
| Database: | ERIC |
| Abstract: | This action research project sought to understand how giving students a choice in how to demonstrate mastery of a reading would affect both grades and evaluations of the instructor, given that assessment choice might increase student engagement. We examined the effect of student assessment choice on grades and course evaluations, the two assessment options being a reading quiz or a two-minute video recording of themselves "recalling" what they could about the text (a "recall"). In Year 1, students were required to complete a multiple-choice reading quiz, with the option to complete a recall video for the opportunity to revise essays (revision tokens). In Year 2, students were allowed to choose whether they submitted a recall video or a quiz, with the option to submit the other to earn revision tokens. The data included student submissions, grades, and course evaluations. Students completed more recall assignments when the recall replaced the quiz requirement than during Year 1 when recalls only earned the students revision tokens. In addition, the instances of students completing both the quiz and recall increased in Year 2. Average course grades did not change from year to year, but students with higher course grades were significantly more likely to have completed recalls in both years. Student evaluations of the instructor were significantly higher for "responses to diverse learning styles" in Year 2 compared to Year 1. The study shows that letting students choose the assessment type they prefer can lead to increased student engagement and improve their perception of the instructor's responsiveness to learning styles, without causing grade inflation. |
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| ISSN: | 2578-7608 |
