The Pressures of Assessment in Undergraduate Courses and their Effect on Student Behaviours

Authors: Norton L. S.; Tilley A. J.; Newstead S. E.; Franklyn-Stokes A.

Source: Assessment & Evaluation in Higher Education, Volume 26, Number 3, 1 June 2001 , pp. 269-284(16)

Publisher: Routledge, part of the Taylor & Francis Group

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Abstract:

267 third-year psychology students from four different UK higher education institutions took part in a study looking at their essay-writing tactics (called 'rules of the game'), cheating behaviours and approaches to studying. The results clearly showed that there was a widespread occurrence of both essay tactics and cheating and that these two types of behaviour correlated positively with each other. The findings relating to approaches to studying showed similar scores for both meaning and reproducing orientations across all four institutions but the correlations with essay tactics and cheating were mostly small. However, 'rules of the game' were found to correlate positively with a deep approach and fear of failure whereas cheating correlated positively with syllabus-boundness and negatively with use of evidence. The authors discuss their findings in relation to the pressures of assessment.

Language: English

Document Type: Research article

Publication date: 2001-06-01

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