The assessment system determined whether an exam-directed focus inhibited or enhanced discussion behaviors¶

Claim · All claims
Evidence · 1 study (2 entries) · qualitative r3 · q2
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In Hong Kong, continuous assessment of participation helped first-year students overcome anxiety and become keen to participate, debate and challenge peers. → Janneke M. Frambach 2014 q2 i? In all institutions it was the nature of the assessment system that ultimately determined to what extent an exam-directed focus inhibited or enhanced discussion behaviors. → Janneke M. Frambach 2014 (2)

Evidence¶

Janneke M. Frambach 2014¶

Janneke M. Frambach, Erik W. Driessen, Philip Beh and Cees P.M. van der Vleuten. (2014). Quiet or questioning? Students' discussion behaviors in student-centered education across cultures. Studies in Higher Education. https://doi.org/10.1080/03075079.2012.754865

q2 · i? · qualitative · r3

Qualitative case evidence from the Hong Kong school, where tutors continuously assessed participation and communication as part of final grades; students reported 'you are just fighting to talk, because the more you talk supposedly the higher the mark you get.'

"As a result of this assessment and their focus on achievement, first-year Hong Kong students managed to overcome their anxiety about contributing to the discussions, and became keen to participate, debate, and challenge their peers."

Janneke M. Frambach 2014 (2)¶

Janneke M. Frambach, Erik W. Driessen, Philip Beh and Cees P.M. van der Vleuten. (2014). Quiet or questioning? Students' discussion behaviors in student-centered education across cultures. Studies in Higher Education. https://doi.org/10.1080/03075079.2012.754865

q2 · i? · qualitative · r3

Results section synthesis across the three schools: substantial assessment in PBL sessions enhanced discussion, while no substantial assessment inhibited it (Table 4); third-year Hong Kong students became less active once they found failing was virtually impossible.

"In all the institutions, however, it was the nature of the assessment system that ultimately determined to what extent an exam-directed focus inhibited or enhanced discussion behaviors."

Discussion¶

Related Claims¶

• Six contextual factors mediate the influence of cultural factors on discussion behaviors, either inhibiting or enhancing discussion
• Four cultural factors inhibit students from speaking up, asking questions and challenging others in PBL discussions, with stronger impact in non-Western schools
• The scope of PBL implementation shaped discussion quality: hybrid lecture-based implementation reduced uncertainty but yielded less critical discussion than full PBL
• Tutor behavior had a major impact on students' discussion behaviors, with dominant or passive tutors both failing to stimulate lively discussion
• Staff at one university Indigenous centre report that many students, Indigenous and non-Indigenous, show keen interest in local Indigenous culture and take part avidly when it is taught — related
• Students' discussion skills increased from first to third year in all three institutions, but at different rates across cultures — related
• Student-centered education is feasible in different cultural contexts, but processes and outcomes are likely to differ across them — a broader claim this one bears on