Duiverman, Lena (2022) Assessment and procrastination: How to overcome this common hurdle in university. Bachelor thesis, Psychology.
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Abstract
The aim of this study was to investigate whether there is a relationship between assessment type and the students’ tendency to procrastinate. The assessment types looked at were summative assessment, meaning assessment solely with the aim to provide a final grade, and formative assessment, which is focussed on giving the student feedback on their performance without grading them on this performance. The participants in this study consisted of 215 in the Bachelor of Psychology at the University of Groningen. They all filled out a questionnaire containing questions on multiple aspects on their experience with university assessment. The results of the current study show that formative assessment outperforms summative assessment on all investigated factors. Procrastination was reported to be significantly lower in classes that provide formative assessment. These findings are in line with previous research that also state that formative assessment may increase the overall student experience. Adding formative assessments to the curriculum may lead to a decrease in procrastination in students and increase their overall experience in university. Keywords: Formative assessment, summative assessment, procrastination, student experiences.
| Item Type: | Thesis (Bachelor) |
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| Supervisor name: | Sarampalis, A. |
| Degree programme: | Psychology |
| Differentiation route: | Clinical Psychology (CP) [Bachelor Psychology] |
| Date Deposited: | 01 Mar 2022 10:42 |
| Last Modified: | 01 Mar 2022 10:42 |
| URI: | http://gmwpublic.studenttheses.ub.rug.nl/id/eprint/257 |
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