This paper reports on findings from a substantial body of research carried out at four universities in the UK analysing lecturers’ beliefs about examinations. The research aim was to explore lecturers’ beliefs about using traditional exams and how this aligned to their pedagogical beliefs.

 

The research has been carried out in two phases. In phase 1 in-depth semi-structured interviews were conducted with 29 lecturers from seven disciplines in two universities in the UK. Thematic analysis of the interview transcripts suggested that most lecturers were conscious of the need to align assessment to learning outcomes and used or wished to use a range of appropriate methods. There was less unanimity about the pedagogical value of exams. In phase 2, an electronic questionnaire was designed built on items from the interview study and from the literature, to explore more widely lecturers’ beliefs about how exams relate to student learning. This questionnaire has been circulated to all lecturers at four universities in the UK.

 

These data will be explored using inferential statistics to identify patterns of lecturers’ beliefs using a broad taxonomy framework for understanding some of the constraints that prevent lecturers from changing their methods of assessment.

 

The findings from both phases of this two-year study will be discussed in the context of how exams can be used most effectively to develop new potentials for learning.

Assessment has been shown to be one of the most important influences on student learning in higher education (Ramsden, 2003; Gibbs & Simpson, 2004; Boud & Falchikov, 2006). Research on students’ perspectives of their own learning has identified significant relationships between assessment method and their attitudes and approaches to studying. For example, the coursework essay has been found to correlate positively with the adoption of a deep, meaning-oriented approach to learning, while multiple choice examinations were associated with the adoption of a surface approach (Scouller, 1998). In addition, studies have shown that assessment method has an impact on the quality of students’ learning outcomes. For example, Tynjala (1998) found that students on an assignment-based course developed more sophisticated conceptions of learning and produced written work at a higher, more complex level than did students on an examination-based course. 

 

Although there have been numerous studies to show students tend to perceive examinations as requiring a surface approach to studying and as assessing lower levels of intellectual ability, in comparison with the coursework essay for example (e.g., Entwistle & Entwistle, 1991), there has been comparatively little research on lecturers’ beliefs about the relationship between assessment and student learning, and even less on their perception of the relationship between the assessment method of examinations and learning. In higher education today, there has been a move away from traditional learning theory to an increasing recognition that learning is a process of knowledge construction rather than knowledge reproduction (Maclellan, 2001). There has also been a concomitant move towards alternative methods of teaching and learning (e.g. problem based learning, work based learning, experiential learning). There does not, however, appear to be a similar shift in assessment practices. In a study carried out at a UK university in five disciplines, the most frequently used assessment tasks were exams (Steward et al, 2003). Maclellan (2001) found that the most common view of the purpose of assessment amongst tutors was grading and ranking students.

 

This paper reports on a significant body of research carried out over two years into lecturers’ beliefs about the pedagogical value of ‘traditional examinations’ in the context of current theories of learning which tend to emphasise constructivism, independent learning and encouraging students to take a deep approach to their subjects. Traditional examinations are defined for the purposes of our research as timed, unseen short answer or essay examinations.

 

Phase one was an in-depth semi-structured interview study involving 29 lecturers from seven disciplines in two UK universities. The main findings from this phase suggested that most lecturers were conscious of the need to align assessment to learning outcomes and used or wished to use a range of appropriate methods. There was less unanimity about the pedagogical value of exams and some ambivalent views expressed about them. Some lecturers appeared to be reluctantly using exams because of institutional bureaucracy or to act as a defence against widespread plagiarism. Others expressed a desire to adapt traditional exams to more closely achieve desired learning outcomes by building in opportunities for formative feedback and giving feedback on exam scripts. Building on the thematic findings of the interview study, an electronic questionnaire was designed to explore more widely lecturers’ beliefs about how exams relate to student learning. Items include beliefs about how exams help students learn, what lecturers look for when they set exams, and what their views are on feedback on exams. The questionnaire was circulated to all lecturers at four universities in the UK across a wide range of disciplines.

The aim of the research was to explore larger datasets to establish if our findings from phase one would be replicated. In addition, we were interested in potential differences between disciplines and institutions to see if there were external pressures operating that could explain differences between pedagogical beliefs and assessment practices.

Given that unseen examinations seem set to continue as a feature of the assessment landscape, findings from this research will inform discussion of this little considered area and provide pointers towards improvement in the effective use of examinations in developing new potentials for learning.

Boud, D. & Falchikov, N. (2006). Aligning assessment with long-term learning. Assessment & Evaluation in Higher Education, 31 (4), 399-413.

Entwistle, N.J. & Entwistle, A. (1991). Contrasting forms of understanding for degree examinations: the student experience and its implications. Higher Education, 22, 205-227.

Gibbs, G. & Simpson, C. (2004). Conditions under which assessment supports student learning. Learning & Teaching in Higher Education, 1, 3-31.

Ramsden, P. (2003). Learning to Teach in Higher Education. 2^nd ed. London: RoutledgeFalmer.

Scouller, K. (1998). The influence of assessment method on students’ learning approaches: Multiple choice question examination versus assignment essay. Higher Education, 35, 453-472.

Tynjala, P. (1998). Traditional studying for examination versus constructivist learning tasks: do learning outcomes differ? Studies in Higher Education, 23 (2), 173-189.