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dc.contributor.authorFojcik, Marcin
dc.contributor.authorFojcik, Martyna Katarzyna
dc.contributor.authorStafsnes, June Audsdotter
dc.contributor.authorPollen, Bjarte
dc.date.accessioned2021-03-23T12:17:10Z
dc.date.available2021-03-23T12:17:10Z
dc.date.created2020-05-14T16:01:18Z
dc.date.issued2020
dc.identifier.citationFojcik, M., Fojcik, M. K., Stafsnes, J. A., & Pollen, B. (2020). Students' and teachers' view on school-dependent factors that affect students' assessment performance. In M. Carmo (Ed.), Education applications & developments V (pp. 245-256). InScience Press.en_US
dc.identifier.isbn978-989-54815-0-7
dc.identifier.issn2183-2978
dc.identifier.urihttps://hdl.handle.net/11250/2735103
dc.descriptionThis work is under inScience Press Open Access License. This publication may be read, downloaded, printed, copied, distributed, displayed, reproduced and performed, but only for non-commercial purposes, provided acknowledgement of the original source and its author(s) is made, with a link to inScience Press. http://insciencepress.org/en_US
dc.description.abstractThe paper attempts to name, define and evaluate various factors that may influence the assessment of students. The idea behind an exam for students is to determine to what extent students have learned (assimilated) the course content. The exam is also a type of summative assessment that is designed to determine whether students can select and apply effective study strategies and whether they know how to prepare for and perform during the exam. Both scientific publications and the authors’ experience show that in many situations, students do not achieve an exam result that matches OR is in line with their skills. In this chapter, the authors focus only on factors that may depend on the strategy of the university, such as stress management, examination techniques, understanding of tasks etc. The authors collected data to investigate what kinds of study and examination strategies students use and how these strategies satisfy student assessment results using qualitative and quantitative methods. The results were used to identity which factors have the greatest impact on student performance. The chapter presents some suggestions on how schools and universities can support students to be more prepared and more aware of themselves in such situations.en_US
dc.language.isoengen_US
dc.publisherinScience Pressen_US
dc.relation.urihttp://end-educationconference.org/2019/wp-content/uploads/2020/05/2019v1end031.pdf
dc.subjectevaluationen_US
dc.subjectstudy strategiesen_US
dc.subjectexamination strategiesen_US
dc.subjectstudentsen_US
dc.subjectassessmentsen_US
dc.titleStudents' and teachers' view on school-dependent factors that affect students' assessment performanceen_US
dc.typePeer revieweden_US
dc.typeJournal articleen_US
dc.description.versionpublishedVersionen_US
dc.rights.holder© 2020 inScience Press.en_US
dc.subject.nsiVDP::Samfunnsvitenskap: 200en_US
dc.subject.nsiVDP::Social sciences: 200en_US
dc.subject.nsiVDP::Samfunnsvitenskap: 200en_US
dc.subject.nsiVDP::Social sciences: 200en_US
dc.source.journalEducation Applications & Developmentsen_US
dc.identifier.cristin1811090
dc.relation.projectHøgskulen på Vestlandet: 640564en_US
cristin.ispublishedtrue
cristin.fulltextoriginal
cristin.fulltextoriginal
cristin.qualitycode1


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