2014114

PM5013T

Simon Hartog

GLASGOW INTERNATIONAL COLLEGE

Skills for Study 1

Essay Assignment
To what extent do different types of assessment
influence students approaches to learning?

Module Code: PM 5013T

Student ID: 2014114
Class/Group: Group A
Tutor: Simon Hartog
Date: 27/11/2011

2014114

PM5013T

Simon Hartog

Throughout academic life, students will undertake a wide range of examinations and
will employ a number of different learning approaches depending on the type of
assessment. Students can be grouped into two main categories when considering their
study techniques, which are the surface approach and the deep approach( Marton et al.
1976: 5). It can also be found that different examination types can influence the
method students take when preparing for their exams. This has been supported in the
work of Joughin( 2007: 19-22). Moreover, research from Struyven et al (2002) also
expresses the view that assessments and learning approach are clearly related. This
essay will argue that depending on the assessment type, students can be strongly
influenced in the approach they take. Firstly, the main learning approach and the
assessment type will be introduced. Secondly, how the main assessment types affect
the option of learning approach for students will be discussed. Finally, conclusion of
this essay will be provided.

Briefly, deep approach focuses on understanding and long-term memory storage of

the information. In contrast, surface approach is where the student is more concerned
with remembering a list of facts (Flippo et al. 2008:123). For example, using the
surface approach for learning the different chemical abbreviations would be
appropriate (Lublin. 2011). Students would only need to correctly remember the
different abbreviations, and there is no deep understanding is required for the actual
chemical. In contrast,, a deep approach may be more suitable for a Math exam, a
student might need to use their knowledge and understanding of material learnt from
the past to help solve a complex problem (Sternberg et al. 2001: 70-71). Students may
employ different learning strategies on passing different assessments (Dunn et al.
2004: 10). Generally there are several types of assessments, three of which will be
discussed are, multiple choice exams, presentations and essay writing.

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The first assessment that may influence the way students approach their learning are
multiple choice exam. According to Moon( 2004: 59), it is easy to adopt the surface
learning approach and memorizing the key information when students are preparing
for multiple choice exams.. In addition, Scouller (2000) proved that learners were
more likely to employ surface approach to recall information because there are a large
proportion of factual knowledge included in multiple choice tests. For example, the
large number of road signs in the driving multiple-choice theory test ( Directgov.
2011). This emphasizes students learning approach can be influenced when they are
preparing for multiple choice exams.

Oral assessments are another type of examinations that can influence the way a
student approaches their learning. Presentation is a common form of oral assessment
where a student will need to research into a particular subject t matter, extract the
main points and be able to present this information to an audience. Adopting the deep
approach, students will be able to achieve a well-organized presentation easily and it
also help the student prepare better for questions that may be asked at the end
(Joughin et al: 2003). Joughin also pointed out that the student is required to have a
deeper understanding so that this information can be passed on to their listeners.
Furthermore, Joughin( 2008) wrote, In my own study of oral assessment, many
students described adopting a deep approach to learn in relation to oral assessments.
This also demonstrates presentations can affect the students learning approach.

Thirdly, essay writing is the final type of assessments that will be discussed. An essay
is defined as a short piece of writing on a particular subject (Oxford Dictionary). A
report from Scouller (2000) discussing the techniques employed in essay writing
states once a student knows the detailed information of the topic, it would be more
convenient to help the student know what to write, how to organize the structure,
which examples are more suitable for the essay and which supporting ideas are
available. This is what the deep approach emphasizes on: when, who, what, how, why.

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In addition, Biggs(1987: 114-125) found using surface approaches to write an essay

could bring negative impacts to outcome of the essay, whereas, using deep approaches
will help the student achieve a better result. Nevertheless, some writers adopt surface
approaches for their essays, take writing a history essay an example. In one study, a
surface approach to writing a history essay led one student get the highest mark
because the essay is extremely long, full of details (Biggs. 1987: 114-125). This
shows that there is no exact approach to essay writing as both methods can lead to
satisfactory results.

In conclusion, although there may be a preferred method of studying depending on the

assessment type, there is no golden rule of perfect approach. Considering multiple
choice examples, the surface approach seems more suitable, and with oral
assessments a deeper approach is more commonly used. However, it is not so obvious
for essay writing. It would be more appropriate to use a combination of both surface
and deep approach to essay writing, using a deep approach when investigating and
drawing conclusions using the information available, and using a surface approach
when providing factual statements and citations. It is clear that depending on the
different types of assessments the study approach for student is strongly influenced.

Word count: 873

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References
Biggs J. (1987). Process and outcome in essay writing, Research and Development
in Higher Education.

Directgov. (2011). Driving theory test. Retrieved November 27, 2011, from
http://www.c-sap.bham.ac.uk/student/tips-student-learning

Dunn, L. Morgan, C. O'Reilly, M. & Parry, S. (2004). The Student Assessment

Handbook: New Directions in Traditional and Online Assessment, London:
Psychology Press.

Flippo, R. & Caverly, D. ( 2008). Handbook of college reading and study strategy
research, London: Routledge.
Joughin, G. & Collom, G.. (2003). Oral Assessment. Retrieved November 08, 2011,
from:
http://www.heacademy.ac.uk/assets/York/documents/resources/resourcedatabase/id4
33_oral_assessment.pdf

Joughin, G. (2008). Assessment, Learning and Judgement in Higher Education, New

York: Springer.

Lublin, J. (2011). Deep and Surface Approaches To Learning: An Introduction.

Retrieved November 27, 2011, from http://www.c-sap.bham.ac.uk/student/tipsstudent-learning

Marton, F, & Slj, R .(1976). On qualitative differences in learning : Outcome and

Process. British Journal of Educational Psychology.
Moon, J. A. (2004). A handbook of reflective and experiential learning: theory and
practice, London: Routledge.

Oxford Dictionary Online. (2011). Essay. Retrieved November 27, 2011, from
http://oxforddictionaries.com/definition/essay

Scouller, K. (2000). University of Sydney, The Influence of Assessment on Student

Learning, Retrieved November 08, 2011, from:
http://aare.edu.au/00pap/sco00195.htm

Sternberg, R. J. & Zhang, L. (2001). Perspectives on thinking, learning, and

cognitive styles. London: Taylor & Francis.

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Struyven, K. Dochy, F. Janssens, S. (2002). Students' perceptions about assessment

in higher education: a review, Retrieved November 08, 2011, from:
http://www.leeds.ac.uk/educol/documents/00002255.htm