ABSTRACT

Assessment in higher education requires a high level of accountability and responsibility and is a major influence on student learning but can be a source of stress for staff and students. This project aimed to evaluate first-year students’ conceptions of assessment in biomedical science and nursing to determine positive or negative trends and how these can be facilitated or mitigated. This mixed-methods study compared the conceptions of assessment between students in nursing and biomedical science students at one university, using the Conceptions of Assessment questionnaire. The results revealed that overall students in the two different areas of study had similar perceptions of assessment. Students were found to have positive conceptions of assessment which were identified as relating to their secondary education. Thematic analysis of students’ responses identified eight themes associated with their perception of what assessment is, and the associated limitations of assessment and the multi-faceted personal factors that affected students’ position towards assessment. This study recommends a shift in focus from assessment relating to accountability, towards assessment for learning to maintain students’ initial perceptions of assessment to ensure their experience aligns with their expectations. Transparent communication about assessment requirements and support for students to undertake assessment may mitigate students’ negative perceptions held towards assessment.

摘要

高等教育评估需要高度的责任感和责任感，对学生的学习产生重大影响，但也可能成为教职员工和学生压力的来源。该项目旨在评估一年级学生在生物医学科学和护理方面的评估概念，以确定积极或消极趋势以及如何促进或减轻这些趋势。这项混合方法研究使用评估概念问卷比较了一所大学护理专业学生和生物医学科学专业学生之间的评估概念。结果显示，两个不同学习领域的整体学生对评估有相似的看法。发现学生对评估有积极的概念，这些概念与他们的中学教育有关。对学生反应的主题分析确定了与他们对评估是什么的看法相关的八个主题，以及评估的相关局限性和影响学生对评估立场的多方面个人因素。本研究建议将重点从与问责制相关的评估转向学习评估，以保持学生对评估的初步看法，以确保他们的体验符合他们的期望。关于评估要求和支持学生进行评估的透明沟通可以减轻学生对评估的负面看法。以及评估的相关局限性以及影响学生对评估立场的多方面个人因素。本研究建议将重点从与问责制相关的评估转向学习评估，以保持学生对评估的初步看法，以确保他们的体验符合他们的期望。关于评估要求和支持学生进行评估的透明沟通可以减轻学生对评估的负面看法。以及评估的相关局限性以及影响学生对评估立场的多方面个人因素。本研究建议将重点从与问责制相关的评估转向学习评估，以保持学生对评估的初步看法，以确保他们的体验符合他们的期望。关于评估要求和支持学生进行评估的透明沟通可以减轻学生对评估的负面看法。