Assessment timing: student preferences and its impact on performance

McManus, R. (2016) Assessment timing: student preferences and its impact on performance. Practitioner Research in Higher Education Journal - Assessment Special Edition, 10 (1). pp. 203-216. ISSN 1755-1382.

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Abstract

Students on a first year undergraduate economics module were given the choice of when to sit their first assessment in the subject in order to determine both preferences over assessment timing, and the impact of timing on performance. Clear preferences of having this option were shown (only 2% of students stated to be indifferent) with those more comfortable and engaged in the module electing to take an earlier sitting of the assessment. Those who took the early test performed better on average compared to those who took it later, however, after controlling for attendance, there was no statistical link. There was, however, evidence that a later first assessment caused lower attendance and moreover, evidence of a legacy effect of this timing where the out-performance of the early cohort grew over later tests, which all students took at the same time.

Item Type: Article
Subjects: L Education > LB Theory and practice of education > LB1025 Teaching (Principles and practice)
Divisions: Faculty of Social and Applied Sciences > The Business School
Related URLs:
Depositing User: Richard McManus
Date Deposited: 31 Mar 2016 11:41
Last Modified: 29 Nov 2016 06:21
URI: https://create.canterbury.ac.uk/id/eprint/14375

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Last edited: 29/06/2016 12:23:00