Assessment timing: student preferences and its impact on performance

McManus, Richard (2016) Assessment timing: student preferences and its impact on performance. Practitioner Research in Higher Education, 10 (1). pp. 203-216.

Preview

PDF - Published Version Available under License CC BY-NC Download (786kB) | Preview

Abstract

Students on a first year undergraduate economics module were given the choice of when to sit their first assessment in the subject in order to determine both preferences over assessment timing, and the impact of timing on performance. Clear preferences of having this option were shown (only 2% of students stated to be indifferent) with those more comfortable and engaged in the module electing to take an earlier sitting of the assessment. Those who took the early test performed better on average compared to those who took it later, however, after controlling for attendance, there was no statistical link. There was, however, evidence that a later first assessment caused lower attendance and moreover, evidence of a legacy effect of this timing where the out-performance of the early cohort grew over later tests, which all students took at the same time.

Item Type:	Article
Journal / Publication Title:	Practitioner Research in Higher Education
Publisher:	University of Cumbria
ISSN:	1755-1382
Departments:	Academic Departments > Institute of Education (IOE) > Non-Initial Teacher Education (Non-ITE)
Additional Information:	Richard McManus is a student at Canterbury Christ Church University, UK.
Depositing User:	Anna Lupton
Date Deposited:	27 Oct 2016 18:15
Last Modified:	12 Jan 2024 16:15
URI:	https://insight.cumbria.ac.uk/id/eprint/2509

Downloads