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How to assess? Student preferences for methods to assess experiential learning: A best-worst scaling approach
Transitioning from traditional in-person classroom formats to online instructional delivery methods and online student assessments during the COVID-19 pandemic was a significant challenge to effective teaching, learning, and evaluation. Although there is a growing literature assessing the relative e...
Autores principales: | , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Public Library of Science
2022
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9612489/ https://www.ncbi.nlm.nih.gov/pubmed/36301965 http://dx.doi.org/10.1371/journal.pone.0276745 |
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author | Melo, Grace Monteza, Diego Colson, Greg Zhang, Yu Yvette |
author_facet | Melo, Grace Monteza, Diego Colson, Greg Zhang, Yu Yvette |
author_sort | Melo, Grace |
collection | PubMed |
description | Transitioning from traditional in-person classroom formats to online instructional delivery methods and online student assessments during the COVID-19 pandemic was a significant challenge to effective teaching, learning, and evaluation. Although there is a growing literature assessing the relative efficacy of different online teaching techniques, previous literature has not analyzed, from the student perspective, what methods are preferred for evaluating performance in experiential learning courses. How students perceive assessment methods is critical because it can affect their learning experience and academic achievements. To better understand student preferences for assessment methods, the best-worst scaling approach was used in two online surveys of 218 undergraduate students enrolled in experiential learning-based programs during the COVID-19 pandemic. Analysis of student responses indicates students’ highest levels of support for assessments that emphasize the development of critical thinking skills and professional skills, such as case studies. Most students would prefer assessments that are driving (develop different skills such as creative thinking) and realistic (develop skills transferable to the real world), while only a few (< 1%) prefer assessments that are fast (involve little time), frequent, safe (has preventive measures to eliminate cheating), or strategic (high probability of getting good grades). |
format | Online Article Text |
id | pubmed-9612489 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2022 |
publisher | Public Library of Science |
record_format | MEDLINE/PubMed |
spelling | pubmed-96124892022-10-28 How to assess? Student preferences for methods to assess experiential learning: A best-worst scaling approach Melo, Grace Monteza, Diego Colson, Greg Zhang, Yu Yvette PLoS One Research Article Transitioning from traditional in-person classroom formats to online instructional delivery methods and online student assessments during the COVID-19 pandemic was a significant challenge to effective teaching, learning, and evaluation. Although there is a growing literature assessing the relative efficacy of different online teaching techniques, previous literature has not analyzed, from the student perspective, what methods are preferred for evaluating performance in experiential learning courses. How students perceive assessment methods is critical because it can affect their learning experience and academic achievements. To better understand student preferences for assessment methods, the best-worst scaling approach was used in two online surveys of 218 undergraduate students enrolled in experiential learning-based programs during the COVID-19 pandemic. Analysis of student responses indicates students’ highest levels of support for assessments that emphasize the development of critical thinking skills and professional skills, such as case studies. Most students would prefer assessments that are driving (develop different skills such as creative thinking) and realistic (develop skills transferable to the real world), while only a few (< 1%) prefer assessments that are fast (involve little time), frequent, safe (has preventive measures to eliminate cheating), or strategic (high probability of getting good grades). Public Library of Science 2022-10-27 /pmc/articles/PMC9612489/ /pubmed/36301965 http://dx.doi.org/10.1371/journal.pone.0276745 Text en © 2022 Melo et al https://creativecommons.org/licenses/by/4.0/This is an open access article distributed under the terms of the Creative Commons Attribution License (https://creativecommons.org/licenses/by/4.0/) , which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. |
spellingShingle | Research Article Melo, Grace Monteza, Diego Colson, Greg Zhang, Yu Yvette How to assess? Student preferences for methods to assess experiential learning: A best-worst scaling approach |
title | How to assess? Student preferences for methods to assess experiential learning: A best-worst scaling approach |
title_full | How to assess? Student preferences for methods to assess experiential learning: A best-worst scaling approach |
title_fullStr | How to assess? Student preferences for methods to assess experiential learning: A best-worst scaling approach |
title_full_unstemmed | How to assess? Student preferences for methods to assess experiential learning: A best-worst scaling approach |
title_short | How to assess? Student preferences for methods to assess experiential learning: A best-worst scaling approach |
title_sort | how to assess? student preferences for methods to assess experiential learning: a best-worst scaling approach |
topic | Research Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9612489/ https://www.ncbi.nlm.nih.gov/pubmed/36301965 http://dx.doi.org/10.1371/journal.pone.0276745 |
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