Transparency in assessment = student success?

June 11, 2013Assessment and feedback, Pedagogic research Standard

 

Student retention and completion of degree programmes is a topic of growing concern to higher education institutions and their students. A recent paper in Higher Education Research and Development (Suhre et al, 2013) identifies the impact of degree programme characteristics and student motivation on study progress. The setting for the study is the Law Department in a Dutch research university.

Data on degree programme characteristics, student ability, motivation, academic performance and academic pressure were collected from 168 first-year students six months after the start of their studies. Analysis showed that study progress mainly depended on:

  • ability (unsurprisingly, this is by far the most influential factor for timely completion of a degree programme)
  • student motivation (need to achieve, fear of failure and intrinsic motivation)
  • transparency of assessments (this considerably lowers fear of failure and academic pressure)

The authors conclude, “As expected, student ability is by far the most influential factor for timely completion of a degree programme. However, the academic pressure students experience during their studies also plays a pivotal role in the time they need to complete their degree. The study has shown that academic pressure is substantially influenced by both a student’s own goal-setting and by the perceived transparency of exams and assessments in degree programmes. These factors therefore seem to hold the key to reducing untimely completion rates in these programmes.”

In regard to transparency of assessment, this applies to both the clarity of goals and exam objectives and the procedures for assessing these objectives.  It should be noted that the QAA is currently consulting on revisions to its guidance on assessment.  Loughborough will be looking to review its policies and procedures in light of this review, with the intention that this will enhance the transparency of assessment processes for both students and staff.

Reference:
Cor J.M. Suhre , Ellen P.W.A. Jansen & M. Torenbeek (2013): Determinants of timely completion: the impact of Bachelor’s degree programme characteristics and student motivation on study progress, Higher Education Research & Development, 32:3, 479-492

 

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