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Titolo:
The influence of assessments on students' motivation to learn in a therapydegree course
Autore:
Seale, JK; Chapman, J; Davey, D;
Indirizzi:
Univ Southampton, Sch Hlth Profess, Southampton SO17 1BJ, Hants, England Univ Southampton Southampton Hants England SO17 1BJ 7 1BJ, Hants, England
Titolo Testata:
MEDICAL EDUCATION
fascicolo: 8, volume: 34, anno: 2000,
pagine: 614 - 621
SICI:
0308-0110(200008)34:8<614:TIOAOS>2.0.ZU;2-J
Fonte:
ISI
Lingua:
ENG
Keywords:
education, medical, undergraduate; educational measurement, methods; Great Britain; learning, motivation; physical therapy; occupational therapy; questionnaires;
Tipo documento:
Article
Natura:
Periodico
Settore Disciplinare:
Clinical Medicine
Citazioni:
13
Recensione:
Indirizzi per estratti:
Indirizzo: Seale, JK Univ Southampton, Sch Hlth Profess, Southampton SO17 1BJ, Hants,England Univ Southampton Southampton Hants England SO17 1BJ ts, England
Citazione:
J.K. Seale et al., "The influence of assessments on students' motivation to learn in a therapydegree course", MED EDUC, 34(8), 2000, pp. 614-621

Abstract

Purpose This paper reports a study which attempted to examine the influence of a varied assessment programme on student motivation to learn in an undergraduate therapy degree course. Methods In March 1997 a questionnaire was distributed to 98 third-year occupational therapy and physiotherapy students at the Southampton University School of Occupational Therapy and Physiotherapy. Using closed and open questions the questionnaire required the students to consider all the assessments they had taken in their 3 years of study and provide information about which type of assessment they found most motivating for their learning, andwhy. Results and conclusions The results revealed that students found a wide range of assessments motivating. There was some satisfaction with the mix andrange of assessments. Three assessments emerged as the most motivating forstudent learning: Clinical/fieldwork II and III and Methods of inquiry III. In addition, four factors associated with assessment appeared to influence student motivation: perceived relevance and content of the assessment, enthusiastic lecturers and group influences. These factors need to be explored in more detail but in order to do so, educators need to be prepared to engage in an open dialogue with students about the learning climate that is created within higher education.

ASDD Area Sistemi Dipartimentali e Documentali, Università di Bologna, Catalogo delle riviste ed altri periodici
Documento generato il 13/07/20 alle ore 19:40:52