The impact of different assessment methods on biology students' motivation and interest

Abstract

The study intended to investigate the effect of different methods of assessment Biology students are experiencing on their motivation and interest in the subject. This was done by exploring the most common practices of assessment in the Biology class. Data were collected from questionnaires given to 510 Form 3 and 4 Biology students attending various state and church schools in Malta and Gozo. The responses obtained were analysed by gender, type of school and year of study. Results have shown that the majority of the students relate assessment to summative practices. Students' main concern seems to be how to obtain high marks. Some of the students view assessment as a motivator to study in order to obtain higher marks. However, low-achieving students are discouraged by assessment and this undermines their self-esteem. The most commonly used assessment methods in the Biology class are homework, questioning in class, classwork, teachers observation and tests. Questioning in class and creative tasks such as projects and charts enhance students' interest. Indeed, most students prefer being assigned such assessment tasks to being given the usual type of homework. Although tests are amongst the least preferred assessment methods, tests motivate most of the students to study and work harder to earn high grades. However, tests and examinations can demotivate the low-achieving students. The findings indicate that students' perspective of assessment is a summative one and this seems to result in a negative impact on students' motivation to learn. Schools should promote formative assessment practices and limit the use of summative assessment. We should strive towards a school culture of 'assessment for learning' instead of 'assessment of learning'.