Predictability in high-stakes examinations: students’ perspectives on a perennial assessment dilemma *

Key debates within educational assessment continuously encourage us to reflect on the design, delivery and implementation of examination systems as well as their relevance to students. In more recent times, such reflections have also required a rethinking of who is authoritative about assessment issues and whose views we seek in order to better understand these perennial assessment dilemmas. This paper considers one such dilemma, predictability in high-stakes assessment, and presents students’ perspectives on this issue. The context is the Irish Leaving Certificate (LC) taken by upper secondary students (aged between 16 and 18) in order (mainly) to enter tertiary-level education. The data come from 13 group interviews with 81 students across a range of schools in Ireland. Listening to students about complex, high-stakes examining problems has a limited history within the educational assessment literature. The findings from the study address this shortcoming and depict how students’ insightful reflections can improve our understanding of these dilemmas. Further, students are more than able to reflect on their own situations with regard to high stakes examining contexts and have important contributions to make to our fuller understanding of those elements that will promote high quality and fair assessment

The mechanism of impact of summative assessment on medical students’ learning

It has become axiomatic that assessment impacts powerfully on student learning, but there is a surprising dearth of research on how. This study explored the mechanism of impact of summative assessment on the process of learning of theory in higher education. Individual, in-depth interviews were conducted with medical students and analyzed qualitatively. The impact of assessment on learning was mediated through various determinants of action. Respondents’ learning behaviour was influenced by: appraising the impact of assessment; appraising their learning response; their perceptions of agency; and contextual factors. This study adds to scant extant evidence and proposes a mechanism to explain this impact. It should help enhance the use of assessment as a tool to augment learning

Evidence-based Kernels: Fundamental Units of Behavioral Influence

This paper describes evidence-based kernels, fundamental units of behavioral influence that appear to underlie effective prevention and treatment for children, adults, and families. A kernel is a behavior–influence procedure shown through experimental analysis to affect a specific behavior and that is indivisible in the sense that removing any of its components would render it inert. Existing evidence shows that a variety of kernels can influence behavior in context, and some evidence suggests that frequent use or sufficient use of some kernels may produce longer lasting behavioral shifts. The analysis of kernels could contribute to an empirically based theory of behavioral influence, augment existing prevention or treatment efforts, facilitate the dissemination of effective prevention and treatment practices, clarify the active ingredients in existing interventions, and contribute to efficiently developing interventions that are more effective. Kernels involve one or more of the following mechanisms of behavior influence: reinforcement, altering antecedents, changing verbal relational responding, or changing physiological states directly. The paper describes 52 of these kernels, and details practical, theoretical, and research implications, including calling for a national database of kernels that influence human behavior