Knowledge retention: a discussion on the link between assessment strategies, learning approaches and long term knowledge retention

Kanuga, Ingrid and Visram, Zabin (2017) Knowledge retention: a discussion on the link between assessment strategies, learning approaches and long term knowledge retention. In: UWL Teaching and Learning Conference 2017, 29 June 2017, London, UK. (Unpublished)

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Abstract

Assessment has been shown to direct student learning behaviour by influencing the quality and quantity of effort to study and to adopt either a surface or deep learning approach (Laurillard, 1979, cited in Hoskins, 1999 p.18). Literature suggest that most students today develop a learning strategy where they learn only to pass assessments, also called a surface learning approach (Anderson, 2010). Employers argue that they cannot find skilled workers and graduates often lack the actual knowledge required within their subject area (Levy and Rodkin, 2015; Kirton, 2015). Student learning has become focused on passing assessments (Peelo et al., 2002; Light et al., 2009) and they use their time strategically. Course content that is not assessed directly is neglected; therefore, students gain only superficial knowledge of the core theory (Anderson, 2010; Yorke, 2001). From the late 1960’s through the 1990’s, a wealth of research was undertaken to explore student learning behaviour and this shaped the design and the delivery of modern curricula (Biggs, 1996). Gibbs and Dubar-Goddett undertook their study on the effect of assessment environments on student learning in 2007 and Gibbs continued to build on his research with the “Transforming the Experience of Students through Assessment (TESTA) Framework” (2014), funded by the Higher Education Academy. Arguably inspired by Gibbs volume and development of research on learning around assessment, much of the higher educational literature of the last two decades is focused on assessment for learning (Newstead, 2016) with popular discussions on the benefits of formative assessment and feed forward strategies. What is missed though is the awareness and perhaps opportunity of deeper learning which is linked to knowledge retention. This workshop will first present the current literature on different assessment strategies and students learning approaches. It will then encourage a discussion with participants on our own awareness of student learning approaches when developing a learning, teaching and assessment strategy and in how far we are able to test long term knowledge retention.

Item Type: Conference or Workshop Item (Lecture)
Subjects: Education
Hospitality and tourism
Depositing User: Ingrid Kanuga
Date Deposited: 05 Jul 2017 10:53
Last Modified: 05 Jul 2017 10:56
URI: http://repository.uwl.ac.uk/id/eprint/3573

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