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To see or not to see? Comparing the effectiveness of examinations and end of module assessments in online distance learning

Turner, Jim and Briggs, Gemma (2018). To see or not to see? Comparing the effectiveness of examinations and end of module assessments in online distance learning. Assessment & Evaluation in Higher Education, 43(7) pp. 1048–1060.

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DOI (Digital Object Identifier) Link: https://doi.org/10.1080/02602938.2018.1428730
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Abstract

Research comparing continuous assessment (e.g. coursework) with examinations generally reveals a student preference for the former. The perceived increased use of continuous assessment periodically captures media attention, with claims of greater numbers of higher degree classifications being awarded. This paper takes a case-study approach to investigate the extent to which different types of assessment allow students to effectively demonstrate and apply their learning. By considering data gathered from second-level, undergraduate students completing 60 point, online psychology modules, this paper investigates assessment effectiveness in terms of student satisfaction, pass rate and level of pass rate. Findings reveal that modules with an end of module assessment (EMA), rather than an examination, have higher completion and pass rates. Whilst students who took a seen examination also performed well, those who completed an unseen examination recorded the lowest overall pass and completion rates, despite high ratings of student satisfaction. Findings are discussed in terms of implications for improved pedagogy and student experience.

Item Type: Journal Item
Copyright Holders: 2018 Informa UK Limited
ISSN: 1469-297X
Keywords: final assessment pedagogy; student satisfaction; examinations
Academic Unit/School: Faculty of Arts and Social Sciences (FASS) > Psychology and Counselling > Psychology
Faculty of Arts and Social Sciences (FASS) > Psychology and Counselling
Faculty of Arts and Social Sciences (FASS)
Item ID: 52966
Depositing User: Jim Turner
Date Deposited: 23 Jan 2018 14:51
Last Modified: 21 Mar 2020 06:36
URI: http://oro.open.ac.uk/id/eprint/52966
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