The pre-assessment learning effects of consequential assessment: modelling how the examination game is played

F.J. Cilliers

Research output: ThesisDoctoral ThesisInternal

405 Downloads (Pure)

Abstract

Exams can drive students to learn in undesirable ways, like memorising rather than trying to understand work. While this phenomenon has been researched extensively, research has not yet yielded a validated model to explain this behaviour. This dissertation proposes, and starts the process of validation of, a model that describes and explains students’ reactions to assessment. Validation is crucial because it allows the model to be used with greater confidence in a range of settings. These findings could help lecturers who develop assessments to understand how different assessment methods, and the way they are used, influence student learning. They could also enhance research about assessment as a tool to augment learning.
Original languageEnglish
QualificationDoctor of Philosophy
Awarding Institution
  • Maastricht University
Supervisors/Advisors
  • Schuwirth, Lambertus, Supervisor
  • van der Vleuten, Cornelis, Supervisor
Award date5 Sep 2012
Place of PublicationMaastricht
Publisher
Print ISBNs9789461591692
Publication statusPublished - 1 Jan 2012

Keywords

  • learning effects of assessment
  • model
  • model validation
  • assessment
  • learning
  • mechanism of impact
  • determinants of action

Cite this