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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...

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Detalles Bibliográficos
Autores principales: Melo, Grace, Monteza, Diego, Colson, Greg, Zhang, Yu Yvette
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Public Library of Science 2022
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).
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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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