Does performance in progressive assessment influence the outcome in final examination? An Australian experience

摘要

This paper investigates whether performance in progressive assessment necessarily influences the outcome in the end-of-semester final examination using the experience of an introductory postgraduate statistics course at a large Australian university. The average score on progressive assessments was higher than that of the final examination. Students attaining a higher distinction (HD) at the progressive assessment had a 37% chance of securing the same grade in the final examination, while students securing just a pass grade at the progressive assessment had 54 percent chance of failure in the final examination. Multiple regression analysis revealed that students’ performance in progressive assessments had a significant positive impact on final examination, so has the impact of learning diary. Mid-semester tests based exclusively on multiple choice questions (MCQs), more weights in progressive assessment and class-size appeared to have significant negative impact on the performance in the final examination. Focus group discussions suggest that (a) the final examination under timed conditions; (b) competing demands on time for final examination in other courses due contemporaneously; and (c) weaker motivation to sustain the momentum due to pass or near pass based on progressive assessments were the main hurdles in achieving better performance in the final examination.