Assessment timing: student preferences and its impact on performance

Journal article


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.
AuthorsMcManus, R.
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.

Year2016
JournalPractitioner Research in Higher Education Journal - Assessment Special Edition
Journal citation10 (1), pp. 203-216
PublisherUniversity of Cumbria
ISSN1755-1382
Official URLhttp://194.81.189.19/ojs/index.php/prhe/article/view/324/462
Related URLhttp://194.81.189.19/ojs/index.php/prhe/issue/view/46/showToc
Publication dates
Print2016
Publication process dates
Deposited31 Mar 2016
Accepted author manuscript
Output statusPublished
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