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Is continuous assessment inclusive? An analysis of factors influencing student grades

David Playfoot Orcid Logo, Laura Wilkinson Orcid Logo, Jessica Mead

Assessment and Evaluation in Higher Education, Volume: 48, Issue: 7, Pages: 938 - 950

Swansea University Authors: David Playfoot Orcid Logo, Laura Wilkinson Orcid Logo, Jessica Mead

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DOI (Published version): 10.1080/02602938.2022.2150834

Abstract

This paper reports a series of studies that assessed the performance of students on continuous assessment components from two courses in an undergraduate psychology programme. Data were collected from two consecutive cohorts of students (total N = 576) and the grades of students were compared based...

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Published in: Assessment and Evaluation in Higher Education
ISSN: 0260-2938 1469-297X
Published: Informa UK Limited 2022
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URI: https://cronfa.swan.ac.uk/Record/cronfa61999
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spelling 2024-09-16T12:46:14.0552347 v2 61999 2022-11-22 Is continuous assessment inclusive? An analysis of factors influencing student grades 4dbddc73fd0fe464304ba8ad95cbc96e 0000-0003-0855-334X David Playfoot David Playfoot true false 07aeb47532af5a8421686d4f22f4a226 0000-0002-8093-0843 Laura Wilkinson Laura Wilkinson true false 40bb47059d57e08aa54a5471a393745b Jessica Mead Jessica Mead true false 2022-11-22 PSYS This paper reports a series of studies that assessed the performance of students on continuous assessment components from two courses in an undergraduate psychology programme. Data were collected from two consecutive cohorts of students (total N = 576) and the grades of students were compared based on additional learning needs (ALN; ALN versus No ALN), whether or not the students had requested an extension to a deadline, and whether or not students had missed any of the tests that made up the continuous assessment component. Results showed no significant differences in attainment between students with and without ALN, supporting the argument that continuous assessment does not differentially impact students who already require additional support. Students who were granted deadline extensions achieved significantly lower scores, but only on the course with content that built week on week. Students who missed one or more tests achieved significantly lower scores even if the grade was calculated ignoring the questions that a student had not attempted. The implications of these findings for assessment practice in higher education are discussed. Journal Article Assessment and Evaluation in Higher Education 48 7 938 950 Informa UK Limited 0260-2938 1469-297X Additional learning needs; continuous assessment; higher education 29 11 2022 2022-11-29 10.1080/02602938.2022.2150834 COLLEGE NANME Psychology School COLLEGE CODE PSYS Swansea University SU Library paid the OA fee (TA Institutional Deal) No funding was received to support this work. 2024-09-16T12:46:14.0552347 2022-11-22T17:52:43.6463689 Faculty of Medicine, Health and Life Sciences School of Psychology David Playfoot 0000-0003-0855-334X 1 Laura Wilkinson 0000-0002-8093-0843 2 Jessica Mead 3 61999__26029__46e2ac2b5c8b4e20b724e78ff2e18b22.pdf 61999.pdf 2022-12-07T15:43:00.4118561 Output 1124416 application/pdf Version of Record true © 2022 The Author(s). This is an Open Access article distributed under the terms of the Creative Commons Attribution License true eng http://creativecommons.org/licenses/by/4.0/
title Is continuous assessment inclusive? An analysis of factors influencing student grades
spellingShingle Is continuous assessment inclusive? An analysis of factors influencing student grades
David Playfoot
Laura Wilkinson
Jessica Mead
title_short Is continuous assessment inclusive? An analysis of factors influencing student grades
title_full Is continuous assessment inclusive? An analysis of factors influencing student grades
title_fullStr Is continuous assessment inclusive? An analysis of factors influencing student grades
title_full_unstemmed Is continuous assessment inclusive? An analysis of factors influencing student grades
title_sort Is continuous assessment inclusive? An analysis of factors influencing student grades
author_id_str_mv 4dbddc73fd0fe464304ba8ad95cbc96e
07aeb47532af5a8421686d4f22f4a226
40bb47059d57e08aa54a5471a393745b
author_id_fullname_str_mv 4dbddc73fd0fe464304ba8ad95cbc96e_***_David Playfoot
07aeb47532af5a8421686d4f22f4a226_***_Laura Wilkinson
40bb47059d57e08aa54a5471a393745b_***_Jessica Mead
author David Playfoot
Laura Wilkinson
Jessica Mead
author2 David Playfoot
Laura Wilkinson
Jessica Mead
format Journal article
container_title Assessment and Evaluation in Higher Education
container_volume 48
container_issue 7
container_start_page 938
publishDate 2022
institution Swansea University
issn 0260-2938
1469-297X
doi_str_mv 10.1080/02602938.2022.2150834
publisher Informa UK Limited
college_str Faculty of Medicine, Health and Life Sciences
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hierarchy_top_id facultyofmedicinehealthandlifesciences
hierarchy_top_title Faculty of Medicine, Health and Life Sciences
hierarchy_parent_id facultyofmedicinehealthandlifesciences
hierarchy_parent_title Faculty of Medicine, Health and Life Sciences
department_str School of Psychology{{{_:::_}}}Faculty of Medicine, Health and Life Sciences{{{_:::_}}}School of Psychology
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description This paper reports a series of studies that assessed the performance of students on continuous assessment components from two courses in an undergraduate psychology programme. Data were collected from two consecutive cohorts of students (total N = 576) and the grades of students were compared based on additional learning needs (ALN; ALN versus No ALN), whether or not the students had requested an extension to a deadline, and whether or not students had missed any of the tests that made up the continuous assessment component. Results showed no significant differences in attainment between students with and without ALN, supporting the argument that continuous assessment does not differentially impact students who already require additional support. Students who were granted deadline extensions achieved significantly lower scores, but only on the course with content that built week on week. Students who missed one or more tests achieved significantly lower scores even if the grade was calculated ignoring the questions that a student had not attempted. The implications of these findings for assessment practice in higher education are discussed.
published_date 2022-11-29T14:18:36Z
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