The impact of assessment methods on the learning of nursing students

Student perceptions of their learning and engagement in response to the use of a continuous e-assessment in an undergraduate module

“…Results showed this form of assessment had an important role in the teaching and learning process (Marriott and Lau, 2008). There is some debate as to whether e-assessment, especially in the frequently used form of multiple-choice questions, can help promote deep learning (Jordan, 2009), but studies have found that well designed assessments, including multiple-choice questions, allow testing of higher cognitive functions, such as critical thinking and analysis skills (Brady, 2005;Leung et al, 2008;Draper, 2009). It was found that students learning for a multiple-choice assessment focussed on understanding, while when learning for a long-answer type assessment they focussed on remembering facts to reproduce in their answers (Leung et al, 2008).…”

“…There is some debate as to whether e-assessment, especially in the frequently used form of multiple-choice questions, can help promote deep learning (Jordan, 2009), but studies have found that well designed assessments, including multiple-choice questions, allow testing of higher cognitive functions, such as critical thinking and analysis skills (Brady, 2005;Leung et al, 2008;Draper, 2009). It was found that students learning for a multiple-choice assessment focussed on understanding, while when learning for a long-answer type assessment they focussed on remembering facts to reproduce in their answers (Leung et al, 2008). Multiple-choice and continuous assessment methods were found to be preferred methods of assessment by students (Furnham et al, 2011), so it is hoped that they will encourage engagement, and increase motivation and learning by students (Trotter, 2006).…”

Learners’ and Their Teacher’s Experiences of an Authentic Online Assessment Test in the Understanding of Basic Accounting Content Knowledge

“…Mostly students praise online assessment in discussion forums as informative and guiding in concepts dealt with in class (Baleni, 2015). Importantly, well-designed online assessments, including multiple choice questions, allow assessment of higher cognitive functions, such as critical thinking and analysis skills (Draper 2009;Leung, Mok & Wong, 2008). It has been revealed that students learning for a multiple-choice assessment concentrate on understanding and comprehension (Leung, et al, 2008) of the content knowledge.…”

“…Importantly, well-designed online assessments, including multiple choice questions, allow assessment of higher cognitive functions, such as critical thinking and analysis skills (Draper 2009;Leung, Mok & Wong, 2008). It has been revealed that students learning for a multiple-choice assessment concentrate on understanding and comprehension (Leung, et al, 2008) of the content knowledge. Nonetheless, Al-Bataineh, Anderson, Toledo and Wellinski (2008) acknowledge most of the online assessments or computer technology used by teachers is designed without a theoretical framework to scaffold learners' understanding of content knowledge for meaningful learning experiences.…”

Teaching Methods based on Futures Studies Development in Iran Higher Education Curriculum

“…These factors include the climate and environment of educational effects (Wilson & Fowler, 2005). The effect of evaluation methods (Leung, Mok, & Wong, 2008); Assessment of students' learning from skills of studying and learning and their relationship with their academic status (Torkzadeh, Mohammadi, & Sutoodehfar, 2015) and (Torkzade & Keshavarzi, 2016);The relationship between learning strategies and motivational orientation in explaining academic achievement (Samadi, 2012); Self-directed in readiness learning and learning styles (Safavi, Shooshtari, Mahmoodi, & Yarmohammadian, 2010); and the role of Informational Communication Technology(ICT) in evolution of process of learning and teaching (Najafi, 2010). Also, it has been considered as a positive relation of futures studies and academic achievement (Parsa et al, 2011).…”