Title
The impact of assessment tasks on subsequent examination performance The impact of assessment tasks on subsequent examination performance
Author
Faculty/Department
Faculty of Applied Economics
Faculty of Social Sciences. Instructional and Educational Sciences
Publication type
article
Publication
London ,
Subject
Economics
Educational sciences
Source (journal)
Active learning in higher education. - London, 2000, currens
Volume/pages
14(2013) :3 , p. 213-225
ISSN
1469-7874
1741-2625
vabb
c:vabb:380327
Carrier
E
Target language
English (eng)
Full text (Publishers DOI)
Affiliation
University of Antwerp
E-info
https://repository.uantwerpen.be/docman/iruaauth/9a2265/93bd23bb0a3.pdf
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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