The influence of disciplinary assessment patterns on student learning: a comparative study (original) (raw)

This paper explores disciplinary patterns of assessment and feedback, using data from the Transforming the Experience of Students through Assessment (TESTA) project. The central research question concerns the effect of disciplinary assessment patterns on student learning. Two methods were used: one to categorise assessment patterns, the programme audit; and the other to determine student learning responses, the Assessment Experience Questionnaire. Programme audit data from 18 degree programmes at eight UK universities showed variations in assessment patterns across three disciplinary fields: Humanities, Professional and Science courses. There were disciplinary variations in assessment demands; in the quantity of feedback students received, and in the proportion of examinations. Using statistical analysis of Assessment Experience Questionnaire data (n=762), the authors explored whether differences in assessment and feedback patterns influenced students’ perceptions of learning across the disciplines. Findings showed that there were no significant differences in how well students perceived learning from examinations. Humanities students evaluated the appropriateness of their assessment significantly lower than other discipline groups; professional students were significantly less clear about the goals and standards of assessment than other discipline groups. The researchers propose explanations for these findings, and suggest avenues for further research on assessment and feedback in the disciplines.