Student learning with performance-based, in-class and leaner-centered, on-line exams

The purpose of this study was to explore the experience of students with performance-based, in-class and learner-centered, online assessment and the effects of these formats on comprehensive exam scores in an educational psychology course required of participants in a teacher education program. In our quantitative analysis, we investigated the effects of in-class and online exams on undergraduate students ’ performance on an in-class comprehensive final (n=141). Students were randomly assigned by course section to take one proctored exam in-class and two other unit exams online in a learner-centered format. At the end of the course, students in all sections took a proctored comprehensive final, consisting of a series of multiple choice questions closely aligned with questions from the unit exams. No significant differences were found between content items initially assessed utilizing the traditional, in-class format and the learner-centered online format. In our qualitative analysis, students in one of the six sections (n=22) were selected to participate in open-ended interviews. A phenomenological method was used to collect and analyze responses to the question: “When thinking about your experiences with both the in-class exam and Blackboard exams in [course name], what stands out for you? ” Findings from our qualitative analysis resulted in separate yet balanced themes for participants ’ perceptions of in-class and online exams. For bot