Fritzsche, Stella (2022) “I seem to take away way more” – A Comparison of Student Perceptions of Summative and Formative Assessment Methods. Bachelor thesis, Psychology.
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Abstract
Assessment types can be conceptualized as either summative, which refers to most traditional assessments with only a final exam at the end or formative, referring to courses that implement (regular) assignments, feedback and tend not to have an exam at the end. So far, research on these two assessment types in respect to student wellbeing, learning approaches and satisfaction has gathered ambiguous findings. Many studies identified formative teaching as superior to summative assessment, however student reports depict a more nuanced picture with calls for consideration of aspects such as workload and clarity of the newly implemented assessment form. Through a survey (N = 211), we investigated how students in the psychology department at the University of Groningen perceive these two assessment methods, in regards to their wellbeing, learning approaches and satisfaction. We conducted paired samples t-tests to compare their responses and found that the ratings were consistently in favor of formative teaching elements on all subscales. In line with other research, students in our survey indicated a similar perceived workload as well as similar clarity of assessment for both assessment types. We conclude that careful implementation of formative teaching elements can be beneficial for students, as it is related to lower stress, more deep learning, and retention as well as higher satisfaction.
| Item Type: | Thesis (Bachelor) |
|---|---|
| Supervisor name: | Sarampalis, A. |
| Degree programme: | Psychology |
| Differentiation route: | Other [Bachelor Psychology] |
| Date Deposited: | 17 Mar 2022 07:19 |
| Last Modified: | 17 Mar 2022 07:19 |
| URI: | http://gmwpublic.studenttheses.ub.rug.nl/id/eprint/325 |
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