A Discussion on Assessment Method and Learning Approach
Volume 4, Issue 5, September 2015, Pages: 303-307
Received: Nov. 22, 2015;
Published: Nov. 24, 2015
Views 3554 Downloads 86
Zhao Qu, English Department of Anhui Sanlian University, Hefei, China
Follow on us
This paper mainly reveals the in-depth relationship between assessment and learning approach in college education. Through quantitative and qualitative analysis, the research found that students took different learning approaches for assessments in different nature according to their understanding of the abilities being evaluated. In addition, Assessment type such as presentation and essay were more likely to promote the adoption of deep approach while objective test tended to lead to the use of surface approach, which was not desirable in tertiary studies. Therefore, proper assessment types should be employed to encourage the students to adopt deep learning approach in their learning. Studies show that presentations and essays writing can stimulate students' deep motivation, therefore, the frequent use of deep strategy in learning can be considered as the primary assessment method in liberal arts teaching. In conclusion, college teaching should not only put emphasis on the adoption of assessment methods, but also encourage and develop students’ high cognitive ability and innovation ability.
Assessment Method, Learning Approach, Learning Motivation
To cite this article
A Discussion on Assessment Method and Learning Approach, Education Journal.
Vol. 4, No. 5,
2015, pp. 303-307.
Biggs, J.B. Student Approaches to Learning and Studying [M]. Hawthorn, Vic.: Australian Council for Educational Research, 1987.
Fransson, A. On qualitative differences in learning. IV-effects of intrinsic motivation and extrinsic test anxiety on process and outcome [J]. British Journal of Educational Psychology, 1977, 47: 244-257.
Marton, F & Saljo, R .On qualitative differences in learning-I: Outcome and process [J]. British Journal of Educational Psychology, 1976, 46: 4-11.
Paine, L .Teaching and modernization in contemporary China [A]. In Hayhoe, R. (ed.). Education and Modernization: the Chinese Experience [C]. Pergamon Press. Oxford. 1992.
Scouller, K. The influence of assessment method on students' learning approaches: Multiple choice question examination versus assignment essay [J]. Higher Education, 1998, 35: 453-472.
Smith, S.N. & R. J. Miller. Learning approaches: examination type, discipline of study, and gender [J]. Educational Psychology .2005, 25(1): 43-53.
Tang, K .C .C .Perceptions of task demand, strategy attributions and student learning [J]. Research and Development in Higher Education, 1992, 15: 474-481.
Thomas, P. R. & J. D. Bain. Consistency in learning strategies [J]. Higher Education, 1982, 11: 249 -259.
Watkins, D .A .Assessing tertiary study process [J].Human Learning, 1983, (2): 29 - 37.
Zhang Hao，Wu Xiujuan. The connotation of deep learning and study on cognitive theory [J]. China Educational Technology, 2012,(10).