This paper is a research proposal to study student perceptions of assessment.
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Paper Summary:
This paper describes a study of college students and the types of assessments that they receive, how they perceive these assessments and how valuable they see them when it comes to determining what types of assessments are best for deciding exactly how much a student has learned any particular course. The author points out that, even if the assessment is somewhat strange or rather difficult, a student who has full and thorough knowledge of the subject will be less uncomfortable with any type of assessment criteria than a student who has not learned the curriculum well and is therefore struggling to perform well on any type of assessment criteria. The paper relates that the research methodology is a focus group of between 7 and 10 students who will be asked specific questions some of which will be close-ended using yes/no or scales.
Table of Contents
Introduction
Statement of the Problem
Overview of the Study
Significance of the Study
Rationale of the Study
Scope of the Study
Review of the Literature
Methodology
Research Design and Approach
Procedures Used and Data Analysis
Research Considerations and Limitations
Validity and Uniqueness of Data
Summary
From the Paper:
"Students often have very different perceptions about assessments than instructors do and rather than overlooking these perceptions as the naivete of youth it is more important to look at these perceptions as something worthwhile for instructors to consider when they create assessments for those students and the students that they will have in the future. By doing this many more students will be helped to learn everything that they need to know and students who are struggling to learn the material can be singled out much more easily based on the type of assessment given. When this is done students who are having difficulty with the material can receive extra help and reap the benefits of the instructor's knowledge of their difficulties."
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