Die invloed van assessering op studente se leerbenadering en akademiese prestasie

[摘要] ENGLISH ABSTRACT: The problem that led to this research is the varying achievements of students in testsand examinations. Many factors may be responsible for this. The aim of this researchwas to determine to what extent the assessment requirements influenced studentlearning and resulting achievement.From literature study it was clear that the type of approach to learning applied bystudents during their studies is an important factor in the levels of understandingachieved during studies. Approaches to learning are influenced by three main groups offactors, namely the student, the learning context and the lecturer. It is particularly thecourse and the assessment requirements that play a role in the approach to learningapplied by students during their studies. The literature study further shed light on theresearch methods used to study students' approaches to learning.A survey was done during the first semester of 1997 at the Huguenot College. TheAssist questionnaire was used to determine the approaches to learning of first andsecond year students of that year. The June examination papers of two departments, Aand B, were used to determine the levels on which the assessment requirements wereset.The empirical investigation revealed that the examination requirements mainly requiredmemorising of knowledge, which is in itself not conducive to the development ofthinking skills of a higher order. No significant correlations were found betweenstudents' academic achievements and a deep approach. It was also found that theapproaches to learning followed by students do not indicate the desired development ofthinking skills of higher order.The results of the investigation have implications for the College, the academic staffand the students. These implications are discussed and finally recommendations aremade in respect of steps that can be taken for promoting student learning at the Huguenot College

[发布机构] Stellenbosch University