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PEER REVIEWED BASED ASSESSMENT IN POST GRADUATE EDUCATION
Australian Nursing & Midwifery Journal
|December 16, 2017
Summary
Students often prioritize assessment tasks over genuine learning, hindering their ability to retain and apply knowledge. This narrow focus limits educational effectiveness and long-term comprehension.
Area of Science:
- Educational Psychology
- Cognitive Science
Background:
- Students frequently align learning with assessment criteria.
- This narrow focus can impede broader knowledge acquisition and application.
Purpose of the Study:
- To investigate the impact of assessment-driven learning on knowledge retention.
- To explore how focusing on assessments affects students' ability to apply learned content.
Main Methods:
- Analysis of student learning behaviors in relation to assessment design.
- Qualitative and quantitative assessment of knowledge application and retention.
Main Results:
- A significant correlation was found between assessment alignment and superficial learning.
- Students demonstrated reduced capacity for applying knowledge outside of assessment contexts.
- Poor long-term retention of essential content was observed in assessment-focused learners.
Conclusions:
- Assessment-centric learning strategies limit students' educational development.
- Educational approaches should encourage deeper learning and application beyond assessments for improved knowledge retention.
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