Kuhnert, Matti (2022) The relationship of self-efficacy and engagement with formative and summative assessment in Higher Education. Bachelor thesis, Psychology.
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Abstract
Across all educational institutions, assessment plays a central role. Summative assessment aims at testing whether students have successfully learned what was expected of them, while formative assessment is used to help students improve their performances by giving them feedback. A growing body of evidence suggests that the latter type of assessment is more beneficial for students’ learning than the former. Furthermore, there is evidence associating the constructs self-efficacy and students’ engagement to various desirable outcomes, such as higher academic achievement or greater well-being. However, only few studies have explored how both constructs (self-efficacy and engagement) vary depending on whether formative or summative assessment was employed in a higher education setting. The present study aimed at adding to this thin body of literature by employing an online questionnaire to bachelor psychology students from the Netherlands (N = 210). The study was explorative in nature and formulated no hypotheses. Repeated measures ANOVAs were conducted to investigate differences in means between the summative and formative assessment condition. The result showed that the participants were more engaged and higher in self-efficacy when participating in formative, rather than in summative assessment courses, with medium effect sizes. Although the study was correlational, the findings imply that students’ experiences would benefit from the implementation of formative assessment methods in higher education.
| Item Type: | Thesis (Bachelor) |
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| Supervisor name: | Sarampalis, A. |
| Degree programme: | Psychology |
| Differentiation route: | Other [Bachelor Psychology] |
| Date Deposited: | 09 May 2022 11:14 |
| Last Modified: | 09 May 2022 11:14 |
| URI: | http://gmwpublic.studenttheses.ub.rug.nl/id/eprint/442 |
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