A constructivist course increased perceived deep-level assessment demands but students still reported more frequent use of surface approaches to learning¶

Claim · All claims
Evidence · 1 study · causal r? · q2
Currency · newest study 2008 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Perceptions of assessment demands shifted toward deep levels in a constructivist-principles course, but this change did not influence approaches to learning, which shifted toward surface use. → Loyens 2008

Evidence¶

Loyens 2008¶

Loyens, S. M. M., & Gijbels, D. (2008). Understanding the effects of constructivist learning environments: introducing a multi-directional approach. Instructional Science, 36, 351–357. https://doi.org/10.1007/s11251-008-9059-4

q2 · i? · causal · r?

Summary of the Gijbels, Segers, and Struyf study, which examined the influence of a constructivist learning environment on students' perceptions of assessment demands and approaches to learning, and how changes in approaches relate to changes in assessment demands. No effect size is printed.

"Results demonstrated that a course designed according to constructivist principles led to more deep-level assessment demands. However, this change in perceptions did not influence students’ approaches to learning, since students reported more frequent use of surface approaches to learning during the course"

Discussion¶

Related Claims¶

• In a constructivist portfolio-assessment course, deep approaches decreased, surface approaches increased, and preferences for student participation and permanent evaluation decreased significantly — possibly the same claim (merge candidate)
• Portfolio-based learning environments did not change assessment preferences or deepen learning, and increased surface approaches in first-year students — related
• In a constructivist learning environment, students' perceptions of assessment shifted toward deeper demands but their actual learning approaches did not, and surface approaches increased — possibly the same claim (merge candidate)
• Perceived teacher scaffolding is associated with more surface- and deep-level strategy use during the performance phase of SRL — related
• Students who perceive assessment demands as assessing deep, higher-level cognitive processing employ deep approaches, while those perceiving rote-recall demands employ surface approaches — reports the opposite
• Students who perceive teaching as good, and perceive clear goals, supportiveness and relevant courses, are more inclined towards a deep approach — reports the opposite
• Student-centred learning environments show mixed effects on students' approaches to learning, with several studies reporting increased surface or decreased deep approaches — a broader claim this one bears on