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How Age, Gender, and Class Format Relate to Undergraduate Students' Perceptions of Effective Course Assessments
ARTICLE

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InSight: A Collection of Faculty Scholarship Volume 13, Number 1, ISSN 1933-4850

Abstract

Students' perceptions of assessment used within the learning environment greatly influence their approach to learning. Therefore, this study aims to explore whether various student or course characteristics (age, gender, course format) impact perceptions regarding effectiveness of assessment type (e.g., exam, participation, presentation) and question format. As faculty develop their courses they may wish to consider these perceptions in order to better facilitate learning and to clearly articulate to their students the benefits of the assessment types that the students see as less effective.

Citation

Aldrich, R.S., Trammell, B.A., Poli, S., Potter, S. & Garringer, K. (2018). How Age, Gender, and Class Format Relate to Undergraduate Students' Perceptions of Effective Course Assessments. InSight: A Collection of Faculty Scholarship, 13(1), 118-129. Retrieved September 20, 2021 from .

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