Students' Perception of Frequent Assessments and Its Relation to Motivation and Grades in a Statistics Course: A Pilot Study

Autor/inn/en	Vaessen, Bram E.; van den Beemt, Antoine; van de Watering, Gerard; van Meeuwen, Ludo W.; Lemmens, Lex; den Brok, Perry
Titel	Students' Perception of Frequent Assessments and Its Relation to Motivation and Grades in a Statistics Course: A Pilot Study
Quelle	In: Assessment & Evaluation in Higher Education, 42 (2017) 6, S.872-886 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
DOI	10.1080/02602938.2016.1204532
Schlagwörter	Foreign Countries; College Students; Student Attitudes; Student Evaluation; Incidence; Student Motivation; Grades (Scholastic); Statistics; Required Courses; Pilot Projects; Questionnaires; Likert Scales; Factor Analysis; Preferences; Study Habits; Outcomes of Education; Self Esteem; Stress Variables; Componential Analysis; Regression (Statistics); Netherlands + Suchen Sie Ihr Suchwort? Ausland; Collegestudent; Schülerverhalten; Schulnote; Studentische Bewertung; Vorkommen; Schulische Motivation; Notenspiegel; Statistik; Pflichtkurs; Pilot project; Modellversuch; Pilotprojekt; Fragebogen; Likert-Skala; Faktorenanalyse; Study behavior; Study behaviour; Studienverhalten; Lernleistung; Schulerfolg; Self-esteem; Selbstaufmerksamkeit; Regression; Regressionsanalyse; Niederlande
Abstract	This pilot study measures university students' perceptions of graded frequent assessments in an obligatory statistics course using a novel questionnaire. Relations between perceptions of frequent assessments, intrinsic motivation and grades were also investigated. A factor analysis of the questionnaire revealed four factors, which were labelled "value," "formative function," "positive effects" and "negative effects." The results showed that most students valued graded frequent assessments as a study motivator. A modest number of students experienced positive or negative effects from assessments and grades received. Less than half of the students used the results of frequent assessments in their learning process. The perception of negative effects (lower self-confidence and more stress) negatively mediated the relation between grades and intrinsic motivation. It is argued that communication with students regarding the purpose and benefits of frequent assessments could mitigate these negative effects. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01