Abstract

Learning is not just determined by the curriculum, but by how it is assessed. This article focuses on the analysis of the role played by the quality of assessment tasks on learning in undergraduate courses. During two successive academic years, information was collected on the views of students on the assessment activities and practices that they had experienced in subjects in business and economics with the aim of examining what influenced their perception of assessment tasks. A causal relationship model was developed which included key variables such as participation, self-regulation, learning transfer, strategic learning, feedback and empowerment (learner control). It was validated using partial least squares structural equation modeling (PLS-SEM). The relationships between assessment task quality and these variables were explored. Feedback, participation, empowerment and self-regulation were identified as mediating effects of the quality of assessment tasks on learning. The results highlight how assessment practices in higher education can be enhanced through improvements in the design of assessment and suggestions are offered on future lines of research that will allow a better understanding of the effectiveness of assessment processes.

摘要

学习不仅取决于课程，还取决于评估方式。本文重点分析评估任务质量对本科课程学习的作用。在连续两个学年中，收集了学生对他们在商业和经济学科目中所经历的评估活动和实践的看法的信息，目的是检查是什么影响了他们对评估任务的看法。因果关系模型被开发出来，其中包括关键变量，如参与、自我调节、学习迁移、战略学习、反馈和授权（学习者控制）。使用偏最小二乘结构方程模型 (PLS-SEM) 对其进行了验证。探索了评估任务质量与这些变量之间的关系。反馈，参与、赋权和自我调节被确定为评估任务质量对学习的中介作用。结果强调了如何通过改进评估设计来加强高等教育中的评估实践，并为未来的研究方向提供建议，以便更好地了解评估过程的有效性。