RELATIONS BETWEEN STUDENT PERCEPTIONS OF ASSESSMENT AUTHENTICITY, STUDY APPROACHES AND LEARNING OUTCOME

This article examines the relationships between perceptions of authenticity and alignment on study approach and learning outcome. Senior students of a vocational training program performed an authentic assessment and filled in a questionnaire about the authenticity of various assessment characterist...

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Bibliographic Details
Published in:Studies in educational evaluation 2006, Vol.32 (4), p.381-400
Main Authors: Gulikers, Judith T.M., Bastiaens, Theo J., Kirschner, Paul A., Kester, Liesbeth
Format: Article
Language:English
Subjects:
Correlation
Educatie- en competentiestudies
Education and Competence Studies
Education and Learning Sciences
Evaluation Methods
Job Skills
MGS
Onderwijs- en leerwetenschappen
Performance Based Assessment
Program Effectiveness
Skill Development
Structural Equation Models
Student Attitudes
Teaching Methods
Transfer of Training
Vocational Education
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Summary:This article examines the relationships between perceptions of authenticity and alignment on study approach and learning outcome. Senior students of a vocational training program performed an authentic assessment and filled in a questionnaire about the authenticity of various assessment characteristics and the alignment between the assessment and the instruction. Deep or surface study activities and the development of transferable generic skills were measured with a questionnaire as well. Correlational analysis and structural equation modeling were used to examine the hypothesis that more perception of authenticity and alignment resulted in more deep learning and development of generic skills. Results showed that when the task, physical context and assessment form are more authentic and when there is more alignment there is also evidence of more deep learning and/or an increase in generic skill development. Authenticity perceptions did not affect surface learning. Contrary to expectations, more authentic assessment criteria resulted in a decrease in deep learning and generic skill development. The explanation might be that authentic, but too concrete criteria, focusing on specific actions, hamper motivation and learning at least for more experienced students.
ISSN:0191-491X
1879-2529
DOI:10.1016/j.stueduc.2006.10.003