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The role of the assessment system in the relation between learning and performance

The role of the assessment system in the relation between learning and performance. Rob Kickert 1 , Karen Stegers-Jager 2 , Marieke Meeuwisse 1 , Lidia Arends 1,3 , Peter Prinzie 1 1 Department of Psychology, Education & Child Studies (DPECS)

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The role of the assessment system in the relation between learning and performance

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  1. The role of the assessment system in the relation between learning and performance Rob Kickert1, Karen Stegers-Jager2, Marieke Meeuwisse1, Lidia Arends1,3, Peter Prinzie1 1Department of Psychology, Education & Child Studies (DPECS) 2Institute of Medical Education Research Rotterdam (IMERR) 3Department of Biostatistics, Erasmus MC

  2. A possiblesolution fordisappointingacademicprogress: Renewedassessment system

  3. Model SRL, participation & Performance Stegers-Jager et al. (2012)

  4. Methods • Setting: Erasmus MC medical school, old (conjunctive) assessment • system vs. new (compensatory) assessment system • Participants: 2 cohorts first-yearconjunctivestudents (N = 648) vs. 2 cohortsfirst-yearcompensatory-students(N = 529) • Instrument: 8 subscalesMotivated Strategies for Learning Questionnaire (MSLQ1;2)+ items on participation3+ average grade for 9 first-year tests (≥7 grades)3 • Analyses: Mean differences: MANOVAStructural model: Multi-group Structural Equation Modelling 1Pintrich et al., 1993 2Blom & Severiens, 20083Stegers-Jager, Cohen-Schotanus & Themmen, 2012

  5. RQ1: mean differences in SRL, participation and performance? 4.66 < 4.89 4.27 < 4.60 4.63 < 4.91 6.06 < 6.57 Year 1 average grade 5.77 < 5.93 4.91 < 5.33 4.89 < 5.08 Legend: - Old- New-Significant difference 4.69 < 4.78 4.58 < 4.84

  6. RQ2: similarstructural relations? Model fit:χ2 = 354.835, CFI = .947, SRMR = .048, RMSEA = .044 * p < .001; † p < .05

  7. Conclusions • Are mean SRL, participation and performance different under the new assessmentsystem, compared to the old system? A. Highergradesunder N=N: assessment drives learning(operant & cognitive)B. Motivation, learningstrategies & participationgenerallyhigherunder new assessment system • Have the relations between SRL, participation and performance remained the same under the new assessmentsystem? • Similarassociationsunderboth assessment systems  Same behavior is relatedto performance • Overall: Higher performance not explained by different relations, but by higher SRL & participation

  8. In short • Never underestimate the power of testing

  9. Questions? • r.kickert@fsw.eur.nl

  10. References • Blom, S., & Severiens, S. (2008). Engagement in self-regulated deep learning of successful immigrant and non-immigrant students in inner city schools. European Journal of Psychology of Education, 23, 41–58. doi:10.1007/BF03173139 • CBS (2014). WO: studievoortgang, vooropleiding, studierichting, herkomstgroepering. Retrieved from http://statline.cbs.nl/. • Credé, M., Roch, S. G., & Kieszczynka, U. M. (2010). Class Attendance in College A Meta-Analytic Review of the Relationship of Class Attendance With Grades and Student Characteristics. Review of Educational Research, 80, 272–295. doi:10.3102/0034654310362998 • Pintrich, P. R., & de Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82, 33–40. doi:10.1037/0022-0663.82.1.33 • Pintrich, P. R., Smith, D. A. F., Garcia, T., & Mckeachie, W. J. (1993). Reliability and Predictive Validity of the Motivated Strategies for Learning Questionnaire (Mslq). Educational and Psychological Measurement, 53, 801–813. doi:10.1177/0013164493053003024 • Schmidt, H. G., Cohen-Schotanus, J., Van der Molen, H. T., Splinter, T. A. W., Bulte, J., Holdrinet, R., & Van Rossum, H. J. M. (2009). Learning more by being taught less: a “time-for-self- study” theory explaining curricular effects on graduation rate and study duration. Higher Education, 60, 287–300. doi:10.1007/s10734-009-9300-3 • Stegers-Jager, K. M., Cohen-Schotanus, J., & Themmen, A. P. N. (2012). Motivation, learning strategies, participation and medical school performance. Medical Education, 46, 678–688. doi:10.1111/j.1365-2923.2012.04284.x

  11. rassessmentsystem-averagegrade = .28 The strategic student? New (compensatory) Old (conjunctive) AveragegradeM = 6.06, sd = .937N = 64873.8 % ≥ 5.5 AveragegradeM = 6.57, sd = .809N = 52977.9% ≥ 6.0

  12. Example items

  13. Raw results

  14. Raw results

  15. Limitations • - Observational research- Includeearly drop-outs? • - Alteredselection procedure: 50% weightedlottery 20%

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