Cumulative versus end-of-course assessment: effects on self-study time and test performance

2015 ◽  
Vol 49 (7) ◽  
pp. 709-716 ◽  
Author(s):  
Wouter Kerdijk ◽  
Janke Cohen-Schotanus ◽  
B Florentine Mulder ◽  
Friso L H Muntinghe ◽  
René A Tio
Keyword(s):  
Test Performance ◽  
Study Time ◽  
Course Assessment ◽  
Self Study ◽  
End Of Course Assessment

scholarly journals Cumulative assessment: Does it improve students’ knowledge acquisition and retention?

2018 ◽  
Vol 28 (4) ◽  
pp. 31880
Author(s):  
Dario Cecilio-Fernandes ◽  
Manouk Nagtegaal ◽  
Gera Noordzij ◽  
René A Tio
Keyword(s):  
Knowledge Retention ◽  
Study Time ◽  
General Linear ◽  
Course Assessment ◽  
Knowledge Growth ◽  
Self Study ◽  
Growth Of Knowledge ◽  
The Impact ◽  
End Of Course Assessment

AIMS: Cumulative assessment has been used as a tool to steer students’ study behavior, since it increases students’ self-study time while spreading their study time more evenly throughout the span of the course. However, little is known about the impact of cumulative assessment on students’ knowledge growth. Therefore, our study compared the growth of knowledge of students who attended a course with cumulative assessment with those with end-of-course assessment. We hypothesized that students in the cumulative assessment condition would have a higher increase in knowledge compared to students in the end-of-course assessment condition.METHODS: This is a follow-up study of a previous randomized experiment that compared students’ performance between students who attended a course with cumulative assessment with those with end-of-course assessment. We gathered data of the first four subsequent Dutch interuniversity progress test after the experiment from 62 students. Of those, 37 students were in the end-of-course assessment condition and 25 were in the cumulative assessment condition. The questions were classified as part of the teaching block or not. To analyze students’ knowledge growth, we conducted a General Linear Model.RESULTS: Our results demonstrated that there was a significant increase in students’ knowledge of the four subsequent progress tests. Additionally, our general linear model showed no difference between both groups, indicating that cumulative assessment and end-of-course assessment produced similar outcomes when comparing students’ knowledge growth.CONCLUSIONS: So far, little evidence has supported the use of cumulative assessment as a tool for increasing students’ knowledge growth. The lack of finding a positive effect of cumulative assessment on knowledge retention may be explained by the repetitive character of our (spiral) curriculum.

Private Tutoring and Academic Achievement: Self-Study as a Mediator

2018 ◽  
Vol 46 (5) ◽  
pp. 823-830 ◽  
Author(s):  
Eun Hee Seo
Keyword(s):  
Academic Achievement ◽  
Middle School Students ◽  
Private Tutoring ◽  
Study Time ◽  
School Students ◽  
Mediating Role ◽  
Self Study ◽  
The Relationship ◽  
Positive Effect

I examined the relationships among private tutoring in mathematics, self-study, and academic achievement, in particular, the potential mediating role of self-study in the relationship between private tutoring and academic achievement. The responses of 3,689 Korean middle school students were analyzed. Results showed that private tutoring time positively predicted self-study time and academic achievement. Number of hours of self-study also predicted academic achievement and mediated the relationship between private tutoring and academic achievement. These findings showed that private tutoring increased the time students spent on self-study rather than replacing it. In addition, the positive effect of private tutoring on academic achievement was mediated by increased self-study time. Practical and theoretical implications are discussed.

scholarly journals Assessment under Covid-19: Exploring Undergraduate Students’ Attitudes towards Their Online Thesis Proposal Presentations vs. Face-to-face

2021 ◽  
Vol 7 (4) ◽  
pp. 139-155
Author(s):  
Olga Stognieva ◽  
Victor Popov
Keyword(s):  
Undergraduate Students ◽  
Testing System ◽  
Face To Face ◽  
Course Assessment ◽  
Teachers And Students ◽  
Students Attitudes ◽  
Business Informatics ◽  
Online Format ◽  
Students Satisfaction ◽  
End Of Course Assessment

This study conducted in an EFL setting investigates students’ perception of the thesis proposal presentation in an online format due to safety concerns during the Covid-19 pandemic. Fifty-five students aged 20-22 years old, level B2-C1 in English, in their fourth year of a Business Informatics Bachelor’s programme at HSE University, Moscow, were surveyed regarding their end-of-course assessment experience, which involved a Skype online presentation, rather than the usual face-to-face presentation. Data were collected using a researcher-made questionnaire consisted of 3 sections and 12 items. A mixed-method approach using quantitative and qualitative data was employed. The findings indicate that emergency transition to the new format did not affect students’ satisfaction or results of the presentation. Overall, students were more than satisfied with the online format, and the results were similar, if not better, than in previous years. To minimise the disadvantages of this format, recommendations for teachers and students were offered. This study might offer new insight on the most appropriate and beneficial oral testing system for students and staff.

Current Approaches on Forming the Assessment Tools Stock for Basic University Curricula

2016 ◽  
Vol 4 (1) ◽  
pp. 8-18 ◽  
Author(s):  
�������� ◽  
O. Naumenko ◽  
������ ◽  
M. Chandra
Keyword(s):  
Assessment Tools ◽  
Course Assessment ◽  
Assessment Program ◽  
University Curriculum ◽  
State Pedagogical ◽  
Potential Problems ◽  
Interdisciplinary Assessment ◽  
University Curricula ◽  
End Of Course Assessment

The paper presents the experience of the Volgograd State Pedagogical University in elaborating the assessment tools stock for the basic university educational programs for the current, midterm and end-of-course assessment. The role of disciplinary and interdisciplinary assessment toolkits in the structure of the basic university curriculum is defi ned. Also suggested is the author�s vision on how the assessment toolkits should be structured and also the techniques for developing such toolkits. Based on the specifi c examples, the authors show some possible approaches to assessing the level of students� competences formedness in the course of the current, midterm and end-of course certifying in the higher school institutions. The features, indicating various levels of competencies formedness are described. The technology for development of the End-of-Course Assessment Program is presented. The paper is focused mainly on the new approaches to selecting appropriate assessment tools for the state exam. Potential problems, arising while developing the assessment tools for the end-of-term exam on the �Education and Pedagogy� training program are identifi ed. Also presented are the examples of practice-oriented assignments, allowing, on the authors� opinion, to identify the level of formedness of the professionally signifi cant competences.

scholarly journals Association Between Resident Duty Hours and Self-study Time Among Postgraduate Medical Residents in Japan

2021 ◽  
Vol 4 (3) ◽  
pp. e210782 ◽  
Author(s):  
Kazuya Nagasaki ◽  
Yuji Nishizaki ◽  
Tomohiro Shinozaki ◽  
Hiroyuki Kobayashi ◽  
Yasuharu Tokuda
Keyword(s):  
Study Time ◽  
Medical Residents ◽  
Duty Hours ◽  
Self Study ◽  
Resident Duty

scholarly journals THE IMPACT OF SELF-STUDY ON GRE TEST PERFORMANCE

1985 ◽  
Vol 1985 (1) ◽  
pp. i-92
Author(s):  
Spencer S. Swinton ◽  
Donald E. Powers
Keyword(s):  
Test Performance ◽  
Self Study ◽  
The Impact

scholarly journals Comparing problem-based learning students to students in a lecture-based curriculum: learning strategies and the relation with self-study time

2016 ◽  
Vol 32 (3) ◽  
pp. 431-447 ◽  
Author(s):  
Marit Wijnen ◽  
Sofie M. M. Loyens ◽  
Guus Smeets ◽  
Maarten Kroeze ◽  
Henk van der Molen
Keyword(s):  
Learning Strategies ◽  
Problem Based Learning ◽  
Study Time ◽  
Self Study
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