The Impact of a Flexible Assessment System on Students' Motivation, Performance and Attitude

Pacharn, Parunchana; Bay, Darlene; Felton, Sandra

doi:10.1080/09639284.2013.765292

Cited by 27 publications

(24 citation statements)

References 23 publications

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“…Recent studies have shown that increased choice of assessment as well as increased input into the assessment process can have positive effects on student engagement and motivation (Pacharn, Bay, & Felton, 2013). As Zepke & Leach (2012, p. 170) have argued, active and collaborative learning is essential for achieving better student engagement and better learning outcomes, and a critical part of this is the ability of teachers to stimulate intrinsic rather than extrinsic motivation of students and students' self-beliefs through encouraging "the exercise of choice and self-direction, leading to a greater feeling of autonomy" and control.…”

Section: Flexible Assessmentmentioning

confidence: 99%

Personalising learning: Exploring student and teacher perceptions about flexible learning and assessment in a flipped university course

Wanner

Palmer

2015

Computers & Education

376

266

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Section: Flexible Assessmentmentioning

confidence: 99%

Personalising learning: Exploring student and teacher perceptions about flexible learning and assessment in a flipped university course

Wanner

Palmer

2015

Computers & Education

376

266

View full text Add to dashboard Cite

“…According to Pacharn et al (2013), flexible assessment system allows students to learn self-regulated learning skills so that students can choose the tasks and participate in it. As well as curricula and teaching methods, assessment system is a part of the learning context.…”

Section: Introductionmentioning

confidence: 99%

“…Assessment system is more affecting student learning than learning styles (Gibbs, Simpson 2004). Assessment system can increase students' learning motivation (Pacharn et al 2013). Cook (2001) states that the flexible assessment system could relieve stress of students in the examination.…”

Section: Introductionmentioning

confidence: 99%

Why Do I Study? The Mediating Effect of Motivation and Self-Regulation on Student Performance

Ariani

2016

Business, Management and Education

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The present study is designed to improve understanding of personal and situational effects on academic performance. This study examines relationship between flexible assessment system and academic performance mediated by self-regulation and academic motivation. This study also investigates moderated gender as a variable on the relationship models. A sample of 326 students of economics and business program were participated in the current study. The results indicate that academic motivational construct is a strong predictor of students’ self-regulation in learning and academic performance. Self-regulation mediates relationship between students’ academic motivation and students’ academic performance. Academic motivation and self-regulation also mediate the relationship between flexible assessment system and self regulation. The results also indicate that flexible assessment system does not have a direct relation with performance. These results are discussed with regard to the relevance of flexible assessment system, academic motivation, and self-regulation in increasing academic performance.

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“…It promotes life-long learning (Curtis, 2011;Pacharn, Bay, & Felton, 2013), a skill highly regarded by the accounting profession in South Africa (SAICA, 2009).…”

Section: Learner/student Self-directednessmentioning

confidence: 99%

Accounting students' experience of an improved strategy of feedback on assessment

Stegmann

Malan

2016

J. econ. financ. sci.

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Higher education institutions in South Africa are experiencing the effects of massification and diversification of the student body, necessitating students to take more responsibility for the management of their own learning. The education of chartered accountants in South Africa reflects this reality. Feedback on assignments and formative assessments is regarded as a key mechanism to facilitate students' development as independent learners. The practical logistics of providing one-onone feedback to an ever-increasing number of students necessitate a concerted change in feedback practice. The goal of this article is to report on the experience of undergraduate accounting students regarding the revised and more detailed system of feedback on assignments and formative assessments that was introduced by the authors. The researchers are of the opinion that the questionnaire cannot be tested at other universities, unless the total approach to feedback is instituted and supported. The research is underpinned by the theoretical framework of self-directed learning. Pragmatism and a mixed methods methodology is the relevant research paradigm underlying this inquiry and the concurrent triangulation approach is considered appropriate to this investigation. The study found that students were of the opinion that the new form of feedback on assessment enabled them to identify typical mistakes, recognise their individual strengths and weaknesses, gain from constructive criticism and conduct regular self-assessment. The quantitative inquiry clearly showed that students were overwhelmingly satisfied and impressed with the features of the revised strategy of feedback. However, the peer-assessment feature of the strategy was not received as positively, as students expressed anxiety in assessing their peers. The study has proven that a concerted change in focus could assist in student self-assessment and self-directedness. KeywordsFeedback on student assessment, accounting assessment, accounting education, formative assessment, peer assessment _______________________________ *Prof N Stegmann is an associate professor in the Department of Accountancy, University of Johannesburg, South Africa [nerines@uj.ac.za]. #Ms M Malan is a senior lecturer in the

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The Impact of a Flexible Assessment System on Students' Motivation, Performance and Attitude

Cited by 27 publications

References 23 publications

Personalising learning: Exploring student and teacher perceptions about flexible learning and assessment in a flipped university course

Personalising learning: Exploring student and teacher perceptions about flexible learning and assessment in a flipped university course

Why Do I Study? The Mediating Effect of Motivation and Self-Regulation on Student Performance

Accounting students' experience of an improved strategy of feedback on assessment

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