000			01995nam a22002537a 4500
003			ZW-GwMSU
005			20241114093133.0
008			241114b |||||||| |||| 00| 0 eng d
022			_a1469-7874
040			_aMSU _bEnglish _cMSU _erda
050			_aLB2300 ACT
100			_aVan Gaal, Frank _eauthor
245			_aThe impact of assessment tasks on subsequent examination performance _ccreated by Frank Van Gaal and Annemieke De Ridder
264			_aThousand Oaks: _bSage, _c2013.
336			_2rdacontent _atext _btxt
337			_2rdamedia _aunmediated _bn
338			_2rdacarrier _avolume _bnc
440			_aActive learning in higher education _vVolume , number ,
520	3		_aIn this article, the impact of assessment tasks on examination result (measured by examination grades) is investigated. Although many describe the advantages of electronic assessment tasks, few studies have been undertaken which compare a traditional approach using a classical examination with a new approach using assessment tasks. The main hypothesis of this study is that assessment tasks have a positive impact on results. It should motivate students to avoid procrastination and to adopt a deep learning approach. We test this research hypothesis in a case study with undergraduate students in their second year at university. Study results of students before and after the implementation of the assessment tasks are compared using t-tests. A regression analysis is performed to investigate the impact of the assessment tasks on the examination result. Empirical evidence of whether or not a positive effect of assessment tasks on the examination result is presented. The impact of how assessment tasks affect students with differing levels of performance is provided, and implications for educators is offered.
650			_aAlternative evaluation _vAssessment _xEmpirical analysis
700	1		_aDe Ridder, Annemieke _eco-author
856			_uhttps://doi.org/10.1177/1469787413498039
942			_2lcc _cJA
999			_c168235 _d168235