The effects of hands-on experience on students' preferences for assessment methods

Journal of Teacher Education

Volumn 59, Issue 1, 2008, Pages 69-88

  Struyven, Katrien ^a   Dochy, Filip ^a   Janssens, Steven ^a  

^a UNIVERSITY OF LEUVEN   (Belgium)

Author keywords

Assessment preferences; Case based assessment; Hands on experience; Multiple choice tests; Peer assessment; Portfolio assessment; Students' perceptions

Indexed keywords

EID: 38049075386     PISSN: 00224871     EISSN: None     Source Type: Journal    
DOI: 10.1177/0022487107311335     Document Type: Article

References (48)

1. Aday, R.H., & Campbell, M.J. (1995). Changes in nursing students' attitudes and work preferences after a gerontology curriculum. Educational Gerontology, 21 (3). 247-260.
2. Biggs, J. (1996). Enhancing teaching through constructive alignment. Higher Education, 32 (3). 347-364.
3. Birenbaum, M. (1996). Assessment 2000: Towards a pluralistic approach to assessment. In M. Birenbaum & F. Dochy (Eds.), Alternatives in assessment of achievements, learning processes and prior knowledge: Evaluation in education and human services (pp. 3-29). Boston: Kluwer Academic.
4. Birenbaum, M. (1997). Assessment preferences and their relationship to learning strategies and orientations. Higher Education, 33 (1). 71-84.
5. Birenbaum, M., & Feldman, R.A. (1998). Relationships between learning patterns and attitudes towards two assessment formats. Educational Research, 40 (1). 90-97.
6. Black, P., & William, D. (1998). Inside the black box: Raising standards in classroom assessment. Phi Delta Kappan, 80 (2). 139-148.
7. Clifford, V.A. (1999). The development of autonomous learners in a university setting. Higher Education Research and Development, 18 (1). 115-128.
8. Cuban, L. (1998). How schools change reforms: Redefining reform success and failure. Teachers College Record, 99 (3). 453-477.
9. Darling-Hammond, L., & Snyder, J. (2000). Authentic assessment of teaching in context. Teaching and Teacher Education, 16 (5-6). 523-545.
10. Davies, A., & LeMahieu, P. (2003). Reconsidering portfolios and research evidence. In M. Segers, F. Dochy, & E. Cascallar (Eds.), Optimising new modes of assessment: In search of qualities and standards (pp. 141-170). Dordrecht, the Netherlands: Kluwer Academic.
11. Feigenbaum, E., & Friend, R. (1992). A comparison of freshmen and upper division students' preferences for small and large psychology classes. Teaching of Psychology, 19 (1). 12-15.
12. Fullan, M. (2001). The new meaning of educational change (3 rd ed.). New York: Teachers College Press.
13. Grippin, P.C. (1989, February). Using research on teaching excellence to re-model teacher education. Paper presented at the annual meeting of the Eastern Educational Research Association, Savannah, Georgia.
14. Hall, G.E. (1979). The concerns-based approach to facilitating change. Educational Horizons, 57 (4). 202-208.
15. Hargraeves, A. (Ed.). (2000). Learning to change: Teaching beyond subjects and standards. San Francisco: Jossey Bass.
16. Janssens, S., Boes, W., & Wante, D. (2001). Portfolio: een instrument voor toetsing en begeleiding [Portfolio: An instrument for evaluation and coaching]. In F. Dochy, L. Heylen, & H. Van de Mosselaer (Eds.), Assessment in onderwijs [Assessment in education] (pp. 203-224). Utrecht, the Netherlands: Lemma.
17. Johnson, J.L., & Seagull, A.A. (1968). Form and function in the affective training of teachers. Phi Delta Kappan, 50 (3). 166-170.
18. Kagan, D.M. (1992). Implication of research on teacher beliefs. Educational Psychologist, 27 (1). 65-90.
19. Kelchtermans, G. (2005). Teachers' emotions in educational reforms: Self-understanding, vulnerable commitment, and micropolitical literacy. Teaching and Teacher Education, 21 (8). 995-1006.
20. Likert, R. (1932). A technique for the measurement of attitudes. Archives of Psychology, 140, 55.
21. Little, J.W. (1982). Norms of collegiality and experimentation: Workplace conditions of school success. American Educational Research Journal, 19 (3). 325-340.
22. Loughran, J., & Berry, A. (2005). Modelling by teacher educators. Teaching and Teacher Education: An International Journal of Research and Studies, 21 (2). 193-203.
23. Macdonald, J. (2002). Getting it together and being put on the spot: Synopsis, motivation and examination. Studies in Higher Education, 27 (3). 329-338.
24. Pellegrino, J.W. (2002). Knowing what students know. Issues in Science and Technology, 19 (2). 48-52.
25. Pintrich, P.R., Marx, R.W., & Boyle, R.A. (1993). Beyond cold conceptual change: The role of motivational beliefs and classroom contextual factors in the process of conceptual change. Review of Educational Research, 63 (2). 167-199.
26. Richardson, V. (1990). Significant and worthwhile change in teaching practice. Educational Researcher, 19 (7). 10-18.
27. Sadler, R. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18, 119-144.
28. Sagor, R. (2000). Guiding school improvement with action research. Alexandria, VA: Association for Supervision and Curriculum Development ( ASCD ).
29. Sambell, K., McDowell, L., & Brown, S. (1997). " But is it fair?" An exploratory study of student perceptions of the consequential validity of assessment. Studies in Educational Evaluation, 23 (4). 349-371.
30. Sander, P., Stevenson, K., King, M., & Coates, D. (2000). University students' expectations of teaching. Studies in Higher Education, 25 (3). 309-323.
31. Segers, M. (2003). Evaluating the OverAll Test: Looking for multiple validity measures. In M. Segers, F. Dochy, & E. Cascallar (Eds.), Optimising new modes of assessment: In search of qualities and standards (pp. 119-140). Dordrecht, the Netherlands: Kluwer Academic.
32. Segers, M., & Dochy, F. (2001). New assessment forms in problem-based learning: The value-added of the students' perspective. Studies in Higher Education, 26 (3). 327-343.
33. Segers, M., Dochy, F., & Cascallar, E. (Eds.). (2004). Optimising new modes of assessment: In search of qualities and standards. Dordrecht, the Netherlands: Kluwer Academic.
34. Slater, T.F. (1996). Portfolio assessment strategies for grading first-year university physics students in the USA. Physics Education, 31 (5). 329-333.
35. Stiggins, R.J. (2002). Assessment crisis! The absence of assessment FOR learning. Phi Delta Kappan, 83, 758-765.
36. Struyven, K., Dochy, F., & Janssens, S. (2005). Students' perceptions about evaluation and assessment in higher education: A review. Assessment and Evaluation in Higher Education, 30 (4). 331-347.
37. Struyven, K., Dochy, F., Janssens, S., & Gielen, S. (2006). On the dynamics of students' approaches to learning: The effects of the learning/teaching environment. Learning and Instruction, 16 (4). 279-294.
38. Struyven, K., Sierens, E., Dochy, F., & Janssens, S. (2003). Groot worden: De ontwikkeling van baby tot adolescent. Handboek voor toekomstige leerkrachten [Growing: The development from baby to adolescent. Course book for prospective teachers]. Leuven, the Netherlands: LannooCampus.
39. Topping, K. (2003). Self and peer assessment in school and university: Reliability, validity and utility. In M. Segers, F. Dochy, & E. Cascallar (Eds.), Optimising new modes of assessment: In search of qualities and standards (pp. 55-88). Dordrecht, the Netherlands: Kluwer Academic.
40. Traub, R.E., & MacRury, K. (1990). Multiple-choice vs. free response in the testing of scholastic achievement. In K. Ingenkamp & R. S. Jager (Eds.), Test und trends 8: jahrbuch der pdagogischen diagnostik [Test and trends 8: Yearbook of educational diagnostics] (pp. 128-159). Weinheim und Base, Germany: Beltz Verlag.
41. Van den Berg, R., & Ros, A. (1999). The permanent importance of the subjective reality of teachers during educational innovation: A concerns based approach. American Educational Research Journal, 36, 879-906.
42. Van den Berg, R., Vandenberghe, R., & Sleegers, P. (1999). Management of school innovations from a cultural-individual perspective. School Effectiveness and School Improvement, 10, 321-351.
43. Van de Ven, A.H., & Rogers, E.M. (1988). Innovations and organizations: Critical perspectives. Communication Research, 15 (5). 632-651.
44. Waugh, R.F., & Punch, K.F. (1987). Teacher receptivity to systemwide change in the implementation stage. Review of Educational Research, 57 (3). 237-254.
45. Willcoxson, L. (1998). The impact of academics' learning and teaching preferences on their teaching practices: A pilot study. Studies in Higher Education, 23 (1). 59-70.
46. Zeidner, M. (1987). Essay versus multiple-choice type classroom exams: The student's perspective. Journal of Educational Research, 80 (6). 352-358.
47. Zoller, U., & Ben-Chaim, D. (1988). Interaction between examination-type anxiety state and academic achievement in college science: An action-oriented research. Journal of Research in Science Teaching, 26 (1). 65-77.
48. Zoller, U., & Ben-Chaim, D. (1997). Examination type preferences of college science students and their faculty in Isral and USA: A comparative study. School Science and Mathematics, 97 (1). 3-12.