Piepers, Matsen (2024) The Role of Performance Tasks in Higher Education Assessment: A Study of Students’ Preferences. Bachelor thesis, Psychology.
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Abstract
This study aims to gain a deeper understanding of students' perceptions of performance tasks as an assessment format in higher education, an area less researched than traditional formats such as multiple-choice and open-question exams. By investigating and comparing general preferences for multiple-choice exams, open-question exams, and performance tasks, we sought to determine where performance tasks rank among these formats. Our findings indicate a clear preference for multiple-choice exams, while there was no preference for performance tasks or open-question exams. Furthermore, a comparative analysis of students’ opinions on individual versus group assignments revealed a higher preference score for individual assignments, contrary to our predictions. Additionally, qualitative feedback highlighted the need for more performance tasks with better guidance, feedback, and objective grading. It seems that though students acknowledge the value of performance tasks, the benefits of traditional assessment formats such as objectivity and ease outweigh this when it comes to preference. The study underscores the importance of continually measuring student opinions and incorporating students' feedback into assessment strategies to foster an engaging and effective learning environment. Future research should explore students' perceptions of performance tasks across different disciplines and investigate the impact of these preferences on their learning outcomes and academic performance.
| Item Type: | Thesis (Bachelor) |
|---|---|
| Supervisor name: | Meijer, R.R. |
| Degree programme: | Psychology |
| Differentiation route: | None [Bachelor Psychology] |
| Date Deposited: | 23 Jul 2024 11:52 |
| Last Modified: | 23 Jul 2024 11:52 |
| URI: | http://gmwpublic.studenttheses.ub.rug.nl/id/eprint/4037 |
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