Student Perceptions of Assessment

Paper Summary:

In this article, the writer notes that a review of existing literature indicates that students' perceptions about assessment have many influences on students' approaches to learning. In addition, the writer points out that there are many elements that influence how students perceive assessment. This study reveals that students hold strong views about various formats and methods of assessment. For example, the writer shows that within traditional assessment, multiple-choice exams are seen by many students as favorable assessment methods in comparison to essay questions. However, when conventional assessment and alternative assessment methods are compared, students perceive alternative assessment methods as more 'fair' than the traditional assessment methods. This paper discusses how students view assessment and presents a series of recommendations for improving traditional assessment.


Abstract
Introduction
Statement of the Problem
Rationale of the Study
Scope of the Study
Definition of Terms
Overview of the Study
Literature Review
Overview
What is Assessment?
What Students Value in Assessment
Important Trends in Assessment
Challenging Traditional Assessment
Changing the Role of Assessment
Assessment Tools
Student Perceptions of Rubrics
Case Studies
Purposes of Assessment
Choosing Assessment
Methodology
Research Approach
Research Design
Data Gathering
Focus Group Questions
Primary Questions
Extended Questions
Validity of Data
Limitations of Study
Summary
Results
Research Questions
Students Recommendations
Summary of Findings
Conclusions and Recommendations
Overview
Summary of Findings
Recommendations
Conclusion
Bibliography

From the Paper:

"Unfortunately, few studies have been conducted on the perceptions of the assessments that are given to students, with the exception of those done from the perspective of the teachers. It is important to look at this issue from the point of view of the students since they are the ones who are assessed and judged. It is also important that students have a clear understanding of why they feel the way they do and why they are judged in a particular way. By learning more about the students' perceptions of assessment, teachers can learn more about student perceptions of other aspects of their educational experience. This type of study is especially beneficial because it helps educators examine assessment in a new light."

Sample of Sources Used:

• Airaisian, P.W. (1991). Classroom assessment. New York: McGraw-Hill.
• Airasian, P. W. (1991). Classroom Assessment. New York: McGraw-Hill. Easy-to-read book on basic assessment theory and practice. Includes information on performance-based assessments that will be of special interest to teachers.
• Alfred, R., Ewell, P., Hudgins, J., & McClenney, K. Core Indicators of Effectiveness for Community Colleges. (2nd ed.). Washington, DC: Community College Press.
• Allan, J. (1996). Learning outcomes in higher education. Studies in Higher Education, 21, 93-109.
• American Association for Higher Education. (1996, July 25). Nine Principles of Good Practice for Assessing Student Learning (Online).

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