Müller-Scholtz, Tilman (2022) Student’s experiences with assessment: Differences in course satisfaction and perceived retention for summative and formative assessment. Bachelor thesis, Psychology.
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Abstract
The present study non-experimentally investigated the relationship between the implementation of formative assessment techniques and Bachelor psychology students’ wellbeing, self-efficacy, engagement, study approaches, procrastination behaviour and cheating, with a focus on student satisfaction and perceived retention of course material. Participants (N = 211) were asked to fill out a questionnaire about their experiences with formative and summative assessment, which measured effects on the described dimensions. Positive effects were found for all measured dimensions. Students on average reported significantly higher levels of satisfaction and perceived retention of course material when they thought about experiences with formative assessment. Given the recent spur of implementation of formative techniques by educators due to the pandemic, more research across cultures and university departments is needed to understand the impact of formative assessment on students’ experiences.
| 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/327 |
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