Publication
Title
The impact of assessment tasks on subsequent examination performance
Author
Language
English
Source (journal)
Active learning in higher education. - London, 2000, currens
Publication
London : 2013
ISSN
1469-7874 [print]
1741-2625 [online]
Volume/pages
14:3(2013), p. 213-225
ISI
000209383500005
Full text (Publisher's DOI)
Full text (publisher's version - intranet only)
UAntwerpen
Faculty/Department
Research group
Publication type
Subject
Affiliation
Publications with a UAntwerp address
External links
VABB-SHW
E-info
In this article, the impact of assessment tasks on examination result (measured by examination grades) is investigated. Although many describe the advantages of electronic assessment tasks, few studies have been undertaken which compare a traditional approach using a classical examination with a new approach using assessment tasks. The main hypothesis of this study is that assessment tasks have a positive impact on results. It should motivate students to avoid procrastination and to adopt a deep learning approach. We test this research hypothesis in a case study with undergraduate students in their second year at university. Study results of students before and after the implementation of the assessment tasks are compared using t-tests. A regression analysis is performed to investigate the impact of the assessment tasks on the examination result. Empirical evidence of whether or not a positive effect of assessment tasks on the examination result is presented. The impact of how assessment tasks affect students with differing levels of performance is provided, and implications for educators is offered.
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Creation 22.09.2014
Last edited 08.06.2017
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