Wulf, Julia (2022) University Student Perceptions: A Comparison Between Formative and Summative Assessment Based on Self-Efficacy and Academic Misconduct. Bachelor thesis, Psychology.
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Abstract
This study examines how students' perceptions of formative assessments and summative assessments at the University of Groningen differ in terms of their self-efficacy and frequency of cheating. It was hypothesized that formative assessments, such as assignments and exams, would be associated with higher self-efficacy and fewer cheating behavior than in summative exams. Further, it was hypothesized that higher self-efficacy would lead to less cheating. To test these hypotheses, an online study was conducted in which psychology undergraduate students reported their self-efficacy and frequency of cheating in courses using formative and summative assessments. A randomized response method was used for the cheating items. The results indicated that students had significantly higher self-efficacy in courses using formative assessments than summative ones. Also, results suggested that students cheated less in formative assignments and exams than in summative exams. However, results were inconclusive whether high self-efficacy would also lead to fewer cheating. The study provides valuable insight into the students’ perceptions on the formative and summative assessment methods based on their self-efficacy and cheating behavior.
| Item Type: | Thesis (Bachelor) |
|---|---|
| Supervisor name: | Sarampalis, A. |
| Degree programme: | Psychology |
| Differentiation route: | Other [Bachelor Psychology] |
| Date Deposited: | 19 Jan 2022 07:52 |
| Last Modified: | 19 Jan 2022 07:52 |
| URI: | http://gmwpublic.studenttheses.ub.rug.nl/id/eprint/60 |
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