Students’ perceptions and experiences of assessment and feedback in three years of a biomedicine degree

ABSTRACT

A student’s experience of assessment has an important determining effect on the way in which they approach learning. This case study examines students’ experience of assessment and feedback in a biomedicine degree programme. A mixed-method approach combined with an assessment audit and an analysis of formative assessment use provided a holistic view of students’ experience of assessment and feedback across years 1–3 of the degree. The Assessment Experience Questionnaire was utilised together with data from open-ended narrative responses to give insight into students’ assessment and feedback experiences. Students (N = 960) reported diverse views about their experiences of assessment across the three years. Third-year students rated their assessment experience significantly lower than did second-year students but not as low as did first-year students. Analysis revealed significant differences in six of eight subdimensions between year 1 and year 3. The trend was downwards, with third-year students reporting lower agreement for the categories of ‘Quantity of effort’, ‘Coverage of syllabus’, ‘Use of feedback’, ‘Appropriate assessment’, ‘Clear goals and standards’ and ‘Overall satisfaction with the course’. An assessment audit revealed a high assessment load and high dependence on exams. Frequent assessment schedules were seen as positive and formative assessments were utilised by most students. A major issue was a lack of clarity concerning goals and standards for assessments. To enable an improvement in the student experience of assessment and feedback, a dialogue about assessment tasks involving good clear communication between teachers, policy makers and students is needed.

KEYWORDS:

• Assessment
• feedback
• formative
• assessment load
• assessment audit

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Yvonne Hodgson

Yvonne Hodgson is an Associate Professor in the School of Biomedical Sciences and teaches in the field of physiology. Her research interests include interdisciplinary curriculum development, assessment and the development of knowledge of the nature of science.

Robyn Cant

Dr Robyn Cant PhD has a research track record in the field of teaching and learning research in healthcare. She has previously been associated with the Monash University School of Biomedical Science and is currently Adjunct Associate Professor, School of Health, Federation University Australia, Melbourne.

Josephine Tighe

Ms Josephine Tighe is a Lecturer in Nursing and Midwifery at Monash University. Josephine’s research interests are in undergraduate education, assessment and transition into clinical practice.

Loretta Garvey

Dr Loretta Garvey is a Senior Lecturer in the Department of Nursing and Allied Health and teaches in the field of Nursing. Loretta’s research in higher education is focused on assessment and active and blended learning.