Selesnew, A. (2024) Students' Exam Preferences and Associated Levels of State Evaluation Anxiety. Bachelor thesis, Psychology.
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Abstract
Educational assessment methods significantly impact students' learning approaches and experiences. However, there is a lack of research directly comparing students' preferences for different exam types and associated anxiety levels. While previous studies have explored students’ preferences and anxiety responses for multiple-choice (MC) and open-question (OQ) exams, little attention has been given to performance tasks (PTs) as an alternative assessment method. This study addresses this gap by investigating students' preferences and state evaluation anxiety (SEA) across MC exams, OQ exams, and PTs. Using data from 128 students at the University of Groningen's Faculty of Behavioral and Social Sciences, this research employed quantitative surveys and qualitative analysis. The results showed a strong preference for MC exams over OQ exams and PTs. Furthermore, MC exams were associated with lower levels of SEA compared to OQ exams, while PTs showed no significant differences in SEA levels. However, the qualitative analysis revealed that each assessment type produced different anxiety-inducing aspects. The results suggest that using more MC exams may be beneficial. Further research is needed to investigate individual differences in exam preferences and to explore strategies to reduce SEA across assessment formats to enhance student well-being and academic performance. Keywords: assessment, traditional assessment methods, alternative assessment methods, overall preference, state evaluation anxiety
| Item Type: | Thesis (Bachelor) |
|---|---|
| Supervisor name: | Meijer, R.R. |
| Degree programme: | Psychology |
| Differentiation route: | None [Bachelor Psychology] |
| Date Deposited: | 19 Jul 2024 10:59 |
| Last Modified: | 19 Jul 2024 10:59 |
| URI: | http://gmwpublic.studenttheses.ub.rug.nl/id/eprint/3985 |
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