Students’ perceptions of the role of assessments at higher education
Students’ perceptions of the role of assessments at higher education
复制标题
学生对高等教育评估作用的看法
DOI：
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发表时间：
2018
期刊：
影响因子：
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通讯作者：
Moira Cachia
中科院分区：
文献类型：
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作者：
S. Lynam;Moira Cachia
质量评估机构高等教育评论指出，高等教育的评估和反馈仍然是学生关注的一个领域。尽管如此，很少有研究已经进行了评估学生的评估经验。评估中哪些因素实际上有助于学生参与的证据还没有完全了解，需要更多的研究。本研究是一项定性研究，由三个焦点小组组成。学生参与者是4名男性和19名女性心理学本科生。使用经验归纳专题分析法对数据进行了分析。两个主题被确定为影响学生的学习。第一个是教学因素，包括两个次主题：及时性和类型的评估。第二个主题是学生因素，包括两个子主题：学业成熟度和情绪。这些主题被认为是由导师和学生之间的关系介导的。结果与以前的研究，同时也提供了一个更好的理解到个人素质和情感因素对学习者参与的作用。促进学生学术成熟和减少压力和恐惧的策略可以培养更有建设性的学习方法。
Abstract The quality assessment agency higher education review noted that assessment and feedback in higher education still remains an area of concern for students. Despite this, very little research has been carried out to assess students’ experience of assessments. The evidence for what factors within assessments actually contribute to student engagement is not fully understood and more research is required. This research was a qualitative study comprising of three focus groups. The student participants were 4 male and 19 female undergraduate psychology students. The data was analysed using experiential inductive thematic analysis. Two themes were identified as effecting student learning. The first was teaching factors which included two subthemes: timeliness and type of assessment. The second theme was student factors which included two subthemes: academic maturity and emotions. These themes were found to be mediated by the relationship between tutors and students. The outcome relates to previous research while also providing a better understanding into the role personal qualities and emotional factors have on learner engagement. Strategies to promote academic maturity and reduce stress and fear in students could foster a more constructive approach to learning.