Lynam, Siobhan and Cachia, Moira ORCID: https://orcid.org/0000-0002-4470-1701 (2018) Students' perceptions of the role of assessments at higher education. Assessment and Evaluation in Higher Education, 43 (2). pp. 223-234. ISSN 0260-2938

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Abstract

The Quality Assessment Agency (QAA) higher education review (2015) noted that assessment and feedback in higher education still remain 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.

Item Type:	Article
Identifier:	10.1080/02602938.2017.1329928
Additional Information:	© 2017 Taylor & Francis. This is an Author's Accepted Manuscript of an article published in Assessment & Evaluation in Higher Education, available online at: https://doi.org/10.1080/02602938.2017.1329928.
Keywords:	Assessment, student engagement, student factors, teaching factors
Subjects:	Education Education > Higher education > HE pedagogies Psychology
Depositing User:	Siobhan Lynam
Date Deposited:	04 May 2017 12:21
Last Modified:	06 Feb 2024 15:52
URI:	https://repository.uwl.ac.uk/id/eprint/3296

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