A focus group study on psychology students' experience of assessments in higher education

Lynam, Siobhan (2014) A focus group study on psychology students' experience of assessments in higher education. In: UWL Teaching and Learning Conference 2014, 24 Jun 2014, London, UK. (Unpublished)

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Assessments at Higher Education (HE) have several functions. Its role in motivating student learning is undoubtedly its most important role. Despite this very little research has been carried out to assess the student experience of assessments (Hernandez, 2012). The design of this study was a qualitative focus group study. It is a preliminary study as part of a larger study involving a total of three focus groups. The data was analyzed using experiential Thematic Analysis (TA), as outlined by Braun and Clarke (2013). There were six focus group undergraduate student participants, five female and one male. Students’ experience of assessments and the resultant learning were influenced by both student and teaching factors. Student factors include the themes Academic Maturity and Emotion. Teaching factors include the themes Timing, Predictability and Support. All of these themes effected student learning and were substantial to the student experience of assessments. Academic staff need to be aware that the timing of assessments, level of predictability and balance of support all affect student learning. Strategies to promote academic maturity and reduce stress and fear in students could foster a more constructive approach to learning.

Item Type: Conference or Workshop Item (Poster)
Subjects: Psychology
Depositing User: Siobhan Lynam
Date Deposited: 29 Apr 2016 15:42
Last Modified: 28 Aug 2021 07:19
URI: http://repository.uwl.ac.uk/id/eprint/1981


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