Students who perceive assessment demands as assessing deep, higher-level cognitive processing employ deep approaches, while those perceiving rote-recall demands employ surface approaches¶

Claim · All claims
Evidence · 1 study (2 entries) · review r2 · q2
Currency · newest study 2010 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Perceptions of assessment demands on a deep level relate to deep approaches or strategies; perceptions of lower-level, rote-recall demands relate to surface approaches or strategies. → Baeten 2010 q2 i? Perceived inappropriate assessment relates negatively to a deep approach, and perceived authenticity of assessment relates to deeper learning. → Baeten 2010 (2)

Evidence¶

Baeten 2010¶

Baeten, M., Kyndt, E., Struyven, K., & Dochy, F. (2010). Using student-centred learning environments to stimulate deep approaches to learning: Factors encouraging or discouraging their effectiveness. Educational Research Review, 5, 243–260. https://doi.org/10.1016/j.edurev.2010.06.001

q2 · i? · review · r2

Narrative review synthesis on the backwash effect of perceived assessment demands. The review reports the perception–approach relationship occurred irrespective of the assessment mode used in one cited study.

"Students who perceive the assessment demands on a deep level, as assessing higher levels of cognitive processing, are found to employ deep approaches"

Baeten 2010 (2)¶

Baeten, M., Kyndt, E., Struyven, K., & Dochy, F. (2010). Using student-centred learning environments to stimulate deep approaches to learning: Factors encouraging or discouraging their effectiveness. Educational Research Review, 5, 243–260. https://doi.org/10.1016/j.edurev.2010.06.001

q2 · i? · review · r2

Review reports correlational evidence on perceived assessment appropriateness and authenticity, plus portfolio-assessment perceptions: students positive about the portfolio's stimulation and feedback were more inclined to a deep approach, the reverse pattern for surface.

"students who per- ceived the assessment as being more authentic and more resembling their future professional practice, employed deeper learning than students who perceived the assessment as being less authentic"

Discussion¶

Related Claims¶

• A constructivist course increased perceived deep-level assessment demands but students still reported more frequent use of surface approaches to learning — reports the opposite
• In a constructivist learning environment, students' perceptions of assessment shifted toward deeper demands but their actual learning approaches did not, and surface approaches increased — reports the opposite
• In a constructivist portfolio-assessment course, deep approaches decreased, surface approaches increased, and preferences for student participation and permanent evaluation decreased significantly — reports the opposite
• Portfolio-based learning environments did not change assessment preferences or deepen learning, and increased surface approaches in first-year students — reports the opposite
• Students who perceive teaching as good, and perceive clear goals, supportiveness and relevant courses, are more inclined towards a deep approach — related
• Student-centred learning environments show mixed effects on students' approaches to learning, with several studies reporting increased surface or decreased deep approaches — related
• Deep approaches to learning correlate positively and surface approaches negatively with academic achievement — related
• Student teachers' beliefs about sources of knowledge predict their learning approaches and motivation in teacher education — related