View in EDS PDF Full Text

Assessment Design and Practices toward Holistic Learning of Higher Education Students: Empirical Evidence via Path Analysis Modelling Approach

Saved in:
Bibliographic Details
Title: Assessment Design and Practices toward Holistic Learning of Higher Education Students: Empirical Evidence via Path Analysis Modelling Approach
Language: English
Authors: Ebenezer Afrifa-Yamoah, Esther Adama, Amanda Graf, Kwadwo Adusei-Asante
Source: Journal of the Scholarship of Teaching and Learning. 2024 24(3):52-67.
Availability: Indiana University. 107 South Indiana Avenue, Bryan Hall 203B, Bloomington, IN 47405. Tel: 317-274-5647; Fax: 317-278-2360; e-mail: josotl@iu.edu; Web site: https://scholarworks.iu.edu/journals/index.php/josotl
Peer Reviewed: Y
Page Count: 16
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Evaluation Methods, Educational Practices, Undergraduate Students, Foreign Countries, Doctoral Students, Holistic Approach, Public Colleges, Student Attitudes, Research Skills, Learning Processes, Time Management, Cheating, Supervision, Tests, Examiners, Well Being, Test Anxiety, Nursing Students, Social Sciences, Student Characteristics
Geographic Terms: Australia
ISSN: 1527-9316
Abstract: COVID-19 has revolutionised assessment design and practices in higher education; however, there has been no shift in the objective of enhancing the relationship between assessment and learning that promote the holistic development of students. In this study, we provide an empirical evaluation of the perceived effects of assessment practices (invigilated examination and alternative assessments) on students' mental wellbeing, learning processes, and academic misconduct. A cross-sectional study design was employed for this study in which a self-reported survey instrument was administered to 380 undergraduate and postgraduate students in a public university in Australia. We explored the correlations within defined networks by path analysis via partial least square structural equation modelling (PLS-SEM) framework of SmartPLS 3. Model assessment indexes indicated acceptable convergent, divergent, and construct validity scores for the instrument used. Compared to invigilated exams, students perceived alternative assessments to have significant positive direct effects on stress levels, research skills, learning process, and time management (p < 0.05). In relation to academic misconduct, students generally perceived invigilated exams to restrain such practices, however, the perceived effect was not statistically significant when compared with alternative assessments (p > 0.05). Although, the popularity of alternative assessment practices may have been driven by COVID-19, the pilot findings from this study suggest that these assessment designs and practices have greater potential to promote overall student success and productivity and must be encouraged and utilised in the post-COVID-19 era.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1446380
Database: ERIC
FullText Links:
  – Type: pdflink
    Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwEXeZ1vjXlAvTbXaxLvREQCAAAA4zCB4AYJKoZIhvcNAQcGoIHSMIHPAgEAMIHJBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDEmcRnyw0_nqaojNhQIBEICBm17A8-L8kMrtQCqfappcPqw8nsJ1KkfHBx6NbK8Ce8sT9R-aHqvH9AiBq97YCdDJ4JvMsuAvy2RETWtu8AnZyevzx269DMhHmh7Yb3nvnmOZOm3YMXsidiJg6IDua7b_xkoJ0HQSGNL4ixrIkqAfXu18wXgp6EL7n4Xy3JZmt8w3xWqmgzVoSCMMZgGf1J7sgAxCGi80tYq2SqRf
Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1446380
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: EJ1446380
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Assessment Design and Practices toward Holistic Learning of Higher Education Students: Empirical Evidence via Path Analysis Modelling Approach
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: &lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Ebenezer+Afrifa-Yamoah%22&quot;&gt;Ebenezer Afrifa-Yamoah&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Esther+Adama%22&quot;&gt;Esther Adama&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Amanda+Graf%22&quot;&gt;Amanda Graf&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Kwadwo+Adusei-Asante%22&quot;&gt;Kwadwo Adusei-Asante&lt;/searchLink&gt;
– Name: TitleSource
  Label: Source
  Group: Src
  Data: &lt;searchLink fieldCode=&quot;SO&quot; term=&quot;%22Journal+of+the+Scholarship+of+Teaching+and+Learning%22&quot;&gt;&lt;i&gt;Journal of the Scholarship of Teaching and Learning&lt;/i&gt;&lt;/searchLink&gt;. 2024 24(3):52-67.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Indiana University. 107 South Indiana Avenue, Bryan Hall 203B, Bloomington, IN 47405. Tel: 317-274-5647; Fax: 317-278-2360; e-mail: josotl@iu.edu; Web site: https://scholarworks.iu.edu/journals/index.php/josotl
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 16
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2024
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles&lt;br /&gt;Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: &lt;searchLink fieldCode=&quot;EL&quot; term=&quot;%22Higher+Education%22&quot;&gt;Higher Education&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;EL&quot; term=&quot;%22Postsecondary+Education%22&quot;&gt;Postsecondary Education&lt;/searchLink&gt;
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: &lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Evaluation+Methods%22&quot;&gt;Evaluation Methods&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Educational+Practices%22&quot;&gt;Educational Practices&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Undergraduate+Students%22&quot;&gt;Undergraduate Students&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Foreign+Countries%22&quot;&gt;Foreign Countries&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Doctoral+Students%22&quot;&gt;Doctoral Students&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Holistic+Approach%22&quot;&gt;Holistic Approach&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Public+Colleges%22&quot;&gt;Public Colleges&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Student+Attitudes%22&quot;&gt;Student Attitudes&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Research+Skills%22&quot;&gt;Research Skills&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Learning+Processes%22&quot;&gt;Learning Processes&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Time+Management%22&quot;&gt;Time Management&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Cheating%22&quot;&gt;Cheating&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Supervision%22&quot;&gt;Supervision&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Tests%22&quot;&gt;Tests&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Examiners%22&quot;&gt;Examiners&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Well+Being%22&quot;&gt;Well Being&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Test+Anxiety%22&quot;&gt;Test Anxiety&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Nursing+Students%22&quot;&gt;Nursing Students&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Social+Sciences%22&quot;&gt;Social Sciences&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Student+Characteristics%22&quot;&gt;Student Characteristics&lt;/searchLink&gt;
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: &lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Australia%22&quot;&gt;Australia&lt;/searchLink&gt;
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1527-9316
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: COVID-19 has revolutionised assessment design and practices in higher education; however, there has been no shift in the objective of enhancing the relationship between assessment and learning that promote the holistic development of students. In this study, we provide an empirical evaluation of the perceived effects of assessment practices (invigilated examination and alternative assessments) on students&#39; mental wellbeing, learning processes, and academic misconduct. A cross-sectional study design was employed for this study in which a self-reported survey instrument was administered to 380 undergraduate and postgraduate students in a public university in Australia. We explored the correlations within defined networks by path analysis via partial least square structural equation modelling (PLS-SEM) framework of SmartPLS 3. Model assessment indexes indicated acceptable convergent, divergent, and construct validity scores for the instrument used. Compared to invigilated exams, students perceived alternative assessments to have significant positive direct effects on stress levels, research skills, learning process, and time management (p &lt; 0.05). In relation to academic misconduct, students generally perceived invigilated exams to restrain such practices, however, the perceived effect was not statistically significant when compared with alternative assessments (p &gt; 0.05). Although, the popularity of alternative assessment practices may have been driven by COVID-19, the pilot findings from this study suggest that these assessment designs and practices have greater potential to promote overall student success and productivity and must be encouraged and utilised in the post-COVID-19 era.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2024
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1446380
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1446380
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 16
        StartPage: 52
    Subjects:
      – SubjectFull: Evaluation Methods
        Type: general
      – SubjectFull: Educational Practices
        Type: general
      – SubjectFull: Undergraduate Students
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Doctoral Students
        Type: general
      – SubjectFull: Holistic Approach
        Type: general
      – SubjectFull: Public Colleges
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Research Skills
        Type: general
      – SubjectFull: Learning Processes
        Type: general
      – SubjectFull: Time Management
        Type: general
      – SubjectFull: Cheating
        Type: general
      – SubjectFull: Supervision
        Type: general
      – SubjectFull: Tests
        Type: general
      – SubjectFull: Examiners
        Type: general
      – SubjectFull: Well Being
        Type: general
      – SubjectFull: Test Anxiety
        Type: general
      – SubjectFull: Nursing Students
        Type: general
      – SubjectFull: Social Sciences
        Type: general
      – SubjectFull: Student Characteristics
        Type: general
      – SubjectFull: Australia
        Type: general
    Titles:
      – TitleFull: Assessment Design and Practices toward Holistic Learning of Higher Education Students: Empirical Evidence via Path Analysis Modelling Approach
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Ebenezer Afrifa-Yamoah
      – PersonEntity:
          Name:
            NameFull: Esther Adama
      – PersonEntity:
          Name:
            NameFull: Amanda Graf
      – PersonEntity:
          Name:
            NameFull: Kwadwo Adusei-Asante
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2024
          Identifiers:
            – Type: issn-electronic
              Value: 1527-9316
          Numbering:
            – Type: volume
              Value: 24
            – Type: issue
              Value: 3
          Titles:
            – TitleFull: Journal of the Scholarship of Teaching and Learning
              Type: main
ResultId 1