Date
10-20-2022
Department
School of Education
Degree
Doctor of Philosophy in Education (PhD)
Chair
Nathan Street
Keywords
higher education assessment, arts assessment, perceptions of assessment
Disciplines
Education
Recommended Citation
Lesher, Nicole R., "The Relationship Between Game Art Students’ Achievement and Their Perceived Quality of Assessment" (2022). Doctoral Dissertations and Projects. 3919.
https://digitalcommons.liberty.edu/doctoral/3919
Abstract
The purpose of this quantitative, non-experimental, predictive correlational study is to analyze the relationship between Game Art students’ perceptions of quality of assessment practices in higher education and their achievement of learning. Assessment in higher education has become increasingly significant due to accreditation and regulatory requirements around accountability of student outcomes. Institutions must commit a high level of resources toward appropriate assessment practices in order to answer tough questions about the value of higher education. This work has been met with adversity by students and educators, often resulting in overextended departments and poor-quality assessment practices. Questions pertaining to the benefits of assessment are normal on college campuses. Of particular concern is the influence of assessment on students, particularly game art students whose work is more complex to assess. This study included a convenience sample of 70 undergraduate game art students from a small art college in Southern California. Perception of assessment was measured via the Students’ Perceptions of Assessment Quality Questionnaire survey and achievement of learning was measured via the results of advancement portfolio reviews completed by faculty. Multiple regression analysis results concluded the overall model was significant, therefore the null hypothesis was rejected at the 95% confidence level. Two predictors (effectiveness of assessment and conditions of assessment) were significant, two (fairness of assessment and authenticity of assessment) were trending toward significance, and two (interpretation of assessment and credibility of assessment) were not significant. This study supports that there is a predictive relationship between Game Art students’ perceptions of quality of assessment practices in higher education and their achievement of learning, building a foundation for further research. Findings imply that if assessment practices are designed to elicit more positive student perceptions, achievement of learning outcomes will improve.
