Retention of learning: student perceptions of assessment methods

Students on the Civil Engineering and Built Environment courses were randomly chosen to obtain their view on assessments currently being used. A sample of 46 students was chosen from undergraduate courses between levels 4 to level 6. Participation in the survey was entirely voluntary. An e-survey was carried out to improve the understanding of student perception of assessment methods currently used at in the School of Computing and Engineering at UWL. The study aims to get an insight on the students’ perceptions of what types of assessment methods influence the generation of deeper, meaningful and sustainable learning methods when compared to surface learning. The challenge is to seek ways to design and implement curriculum and assessment methods to maximise student learning. Assessment methods contour how students learn and what they retain. The survey findings revealed that (47%) of the students expressed that they value a combination of traditional assessments comprising of time-controlled assignments and examinations supplemented by alternative modes of assessments such as projects and coursework, which encourage more of student-centred learning. A vast majority of students (67%) stated that they preferred assessments at shorter intervals than one longer end of term assessment. Students expressed that case-study style assignments had an impact on long-term retention of knowledge. Frequent in-class tests were found to be a preferred method of assessment in students’ views. It needs to be further analysed how ‘learning in smaller chunks’ leading to surface learning could be avoided by adapting frequent in-class tests as an assessment method. This is because, assessment design and criteria orient student learning patterns. Rethinking and redesigning assessment methods can promote, influence and foster deeper and more productive learning without significant changes in teaching methods