Understanding how a case-based assessment instrument influences student teachers' learning approaches

Teaching and Teacher Education

Volumn 24, Issue 7, 2008, Pages 1751-1764

  Segers, Mien ^a   Martens, Rob ^a   Van den Bossche, Piet ^b  

^a LEIDEN UNIVERSITY   (Netherlands)

^b MAASTRICHT UNIVERSITY   (Netherlands)

Author keywords

Assessment; Learning approaches; Student beliefs; Student perceptions

Indexed keywords

EID: 48649087054     PISSN: 0742051X     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.tate.2008.02.022     Document Type: Article

References (57)

1. Bentler P.M. EQS 6.1 (1985), Multivariate Software, Inc
2. Biggs J. The study process questionnaire (SPQ): Manual (1987), Australian Council for Educational Research, Melbourne, Australia
3. Biggs J. Student approach to learning and studying (1987), Australian Council for Educational Research, Melbourne
4. Biggs J. From theory to practice: A cognitive systems approach. Higher Education Research and Development 12 (1993) 73-95
5. Biggs J., Kember D., and Leung D.Y.P. The revised two-factor study process questionnaire: R-SPQ-2F. British Journal of Educational Psychology 71 (2001) 133-149
6. Birenbaum M. Assessment preferences and their relationship to learning strategies and orientations. Higher Education 33 (1997) 71-84
7. Black P., and Wiliam D. Assessment and classroom learning. Assessment in Education 5 1 (1998) 7-74
8. Brookhart S.M., and Bronowicz D.L. 'I don't like writing. It makes my fingers hurt.' Students talk about their classroom assessments. Assessment in Education 10 2 (2003) 221-242
9. Brown G.T.L. Teachers' conceptions of assessment: Validation of an abridged instrument. Psychological Reports 99 (2006) 166-170
10. Brown G.T.L., and Hirschfeld G.H.F. Students' conceptions of assessment and mathematics: Self-regulation raises achievement. Australian Journal of Educational & Developmental Psychology 7 (2007) 63-74
11. Calderhead J. Teachers: Beliefs and knowledge. In: Berliner D., and Calfee R. (Eds). Handbook of educational psychology (1996), Simon and Schuster Macmillan, New York 709-725
12. Calderhead J., and Robson M. Images of teaching: Student teachers' early conceptions of classroom practice. Teaching and Teacher education 7 (1991) 1-8
13. Crooks T.J., and Mahalski P.A. Relationships among assessment practices, study methods, and grades obtained. Research and Development in Higher Education 8 (1985) 234-240
14. Darling-Hammond L., and Snyder J. Authentic assessment of teaching in context. Teaching and Teacher Education 16 (2000) 523-545
15. Entwistle N.J. Motivational factors in students: Approaches to learning. In: Schmeck R.R. (Ed). Learning strategies and learning styles (1988), Plenum Press, New York and London 21-49
16. Entwistle N., and Ramsden P. Understanding student learning (1983), Croom Helm, London
17. Ertmer P.A. Teacher pedagogical beliefs: The final frontier in our quest for technology integration?. Educational Technology Research and Development 53 4 (2005) 25-39
18. Fox D. Personal theories of teaching. Studies in Higher Education 8 2 (1983) 151-163
19. Fransson A. On qualitative differences in learning. Effects of motivation and test anxiety on process and outcome. British Journal of Educational Psychology 47 2 (1977) 244-257
20. Guay F., Marsh H.W., and Boivin M. Academic self-concept and academic achievement: Developmental perspectives on their causal ordering. Journal of Educational Psychology 95 1 (2003) 124-136
21. Hu L., and Bentler P. Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling 6 1 (1999) 1-55
22. Kennedy M. The role of preservice teacher education. In: Darling-Hammond L., and Sykes G. (Eds). Teaching as the learning profession (1999), Jossey-Bass, San Francisco 50-58
23. Könings K.D., Brand-Gruwel S., and Van Merriënboer J.J.G. Towards more powerful learning environments through combining the perspectives of designers, teachers and students. British Journal of Educational Psychology 75 4 (2005) 645-660
24. Marton F., Dall'Alba G., and Beaty E. Conceptions of learning. International Journal of Educational Research 19 3 (1993) 277-300
25. McDowell L. The impact of innovative assessment on student learning. Innovations in Education and Teaching International 32 3 (1995) 302-313
26. Meyer J.H.F., and Muller M.W. Evaluating the quality of student learning, I: An unfolding analysis of the association between perceptions of the learning context and approaches to studying at an individual level. Studies in Higher Education 15 2 (1990) 131-154
27. Meyer J.H.F., Parsons P., and Dunne T.T. Individual study orchestration and their association with outcome. Higher Education 20 1 (1990) 67-89
28. Miller C.M.L., and Parlett M. Up to the mark (1974), SRHE, Guildford
29. Newble D.I., and Jaeger K. The effects of assessment and examinations on the learning of medical students. Medical Education 20 2 (1983) 162-175
30. Nijhuis J.F.H., Segers M.S.R., and Gijselaers W.H. Influence of redesigning a learning environment on student perceptions and learning strategies. Learning Environment Research 8 1 (2005) 67-93
31. Oolbekkink-Marchand H.W. Teachers' perspectives on self-regulated learning (2006), Leiden University, Leiden
32. Pajares M.F. Teachers' beliefs and educational research: Cleaning up a messy construct. Review of Educational Research 62 3 (1992) 307-332
33. Pratt D.D. Conceptions of teaching. Adult Education Quarterly 42 2 (1992) 203-220
34. Prosser M., Trigwell K., and Taylor Ph. A phenomenographic study of academics' conceptions of science learning and teaching. Learning and Instruction 4 3 (1994) 217-231
35. Ramsden P. Student learning and the perception of the academic environment. Higher Education 8 5 (1979) 411-427
36. Ramsden P. The context of learning. In: Marton F., Hounsell D.J., and Entwistle N.J. (Eds). The experience of learning (1984), Scottish Academic Press, Edinburgh 144-164
37. Ramsden P. Improving learning: New perspectives (1988), Kogan Page, London
38. Ramsden P. Learning to teach in higher education (1992), Routledge, London
39. Ross S. Self-assessment in second language testing: A meta-analysis and analysis of experiential factors. Language Testing 1 (1998) 1-20
40. Ryan R.M., and Deci E.L. Self-determination theory and the facilitation of intrinsic motivation, social development, and well being. American Psychologist 55 1 (2000) 68-78
41. Schumacher R.E., and Lomax R.G. A beginner's guide to SEM (1996), Lawrence Erlbaum Associates, Manwah, New Jersey, USA
42. Scouller K. Different learning approaches of undergraduate students in two assessment contexts [Electronic disc 3, paper 89]. Research and Development in Higher Education 17 (1995)
43. Scouller, K. (1996, July). Influence of assessment method on students' learning approaches, perceptions and preferences: The assignment essay versus the short answer examination. Paper presented at the 1996 HERDSA conference, Perth, Australia. Retrieved March 15, 2005, from 〈http://www.herdsa.org.au/confs/1996/scouller.html〉
44. Scouller K. The influence of assessment method on students' learning approaches: Multiple choice question examination versus assignment essay. Higher Education 35 4 (1998) 453-472
45. Scouller K., and Prosser M. Students' experiences in studying for multiple choice question examinations. Studies in Higher Education 19 3 (1994) 267-279
46. Segers M.S.R. An alternative for assessing problem-solving skills: The OverAll Test. Studies in Educational Evaluation 23 4 (1997) 373-398
47. Segers M., Dierick S., and Dochy F. Quality standards for new modes of assessment: An exploratory study of the consequential validity of the OverAll Test. European Journal of Psychology of Education 16 4 (2001) 569-588
48. Segers M., Nijhuis J., and Gijselaers W. Redesigning a learning and assessment environment: The influence on students' perceptions of assessment demands and their learning strategies. Studies in Educational Evaluation 32 3 (2006) 223-242
49. Sluijsmans D., Brand-Gruwel S., Van Merriënboer J., and Martens R. Redesigning education for training peer assessment skills in teacher training: Effects on performance and perceptions. Innovations in Education and Training International 41 1 (2004) 59-78
50. Sluijsmans D., Prins F., and Martens R. The design of competency-based performance assessment in e-learning. Learning Environments Research 9 1 (2006) 45-66
51. Tang C. Effects of modes of assessment on students' preparation strategies. In: Gibbs G. (Ed). Improving student learning: Theory and practice (1994), Oxford Centre for Staff Development, Oxford 151-170. Retrieved May 14, 2005, from 〈http://teaching.polyu.edu.hk/datafiles/R126.pdf〉
52. Thomas P.R., and Bain J.D. Contextual dependence of learning approaches: The effects of assessments. Human Learning 3 2 (1984) 227-240
53. Trigwell K., and Prosser M. Improving the quality of student learning: The influence of learning context and student approaches to learning on learning outcomes. Higher Education 22 2 (1991) 251-266
54. Trigwell K., Prosser M., and Lyons F. Relations between teachers' approaches to teaching and students' approaches to learning. Higher Education 37 1 (1999) 57-70
55. Vermetten Y.J., Vermunt J.D., and Lodewijks H.G. Powerful learning environments? How university students differ in their response to instructional measures. Learning and Instruction 12 2 (2002) 263-284
56. Wilson K.L., and Fowler J.L. Assessing the impact of learning environments on students' approaches to learning: Comparing conventional and action learning designs. Assessment and Evaluation in Higher Education 30 1 (2005) 87-101
57. Zeidner M. Key facets of classroom grading: A comparison of teacher and student perspectives. Contemporary Educational Psychology 17 2 (1992) 224-243