A new approach to continuous assessment: Moving from a stressful sum of grades to meaningful learning through self-reflection
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Students' motivation to complete the program changes when completion is tied to a grade or placement in an advanced course.
“Finally, students' motivation to complete the program changes when completion is tied to a grade or placement in an advanced course (Chamberlin et al., 2023;Demszky et al., 2024;Rodríguez Rincón et al., 2024).”
From Methodological Choices When Assessing Summer Bridge Programs in STEM Majors: A Scoping Review (2026) · cites this paper as Rodríguez Rincón et al., 2024
Cites
Hattie, J., & Timperley, H. (2007) · Review of Educational Research · doi:10.3102/003465430298487 · Cited by 12,905 · see citing works
The development of student feedback literacy: Enabling uptake of feedback
Carless, D., & Boud, D. (2018) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2018.1463354 · Cited by 2,428 · see citing works
The Power of Feedback Revisited: A Meta-Analysis of Educational Feedback Research
Wisniewski, B., Zierer, K., & Hattie, J. (2020) · Frontiers in Psychology · doi:10.3389/fpsyg.2019.03087 · Cited by 1,199 · see citing works
Beyond feedback: developing student capability in complex appraisal
Sadler, D. R. (2010) · Assessment & Evaluation in Higher Education · doi:10.1080/02602930903541015 · Cited by 1,138 · see citing works
Test anxiety effects, predictors, and correlates: A 30-year meta-analytic review
von der Embse, N., Jester, D., Roy, D., & Post, J. (2018) · Journal of Affective Disorders · doi:10.1016/j.jad.2017.11.048 · Cited by 691 · see citing works
A review of feedback models and typologies: Towards an integrative model of feedback elements
Panadero, E., & Lipnevich, A. A. (2022) · Educational Research Review · doi:10.1016/j.edurev.2021.100416 · Cited by 389 · see citing works
Formative assessment: A systematic review of critical teacher prerequisites for classroom practice
Schildkamp, K., van der Kleij, F. M., Heitink, M. C., Kippers, W. B., & Veldkamp, B. P. (2020) · International Journal of Educational Research · doi:10.1016/j.ijer.2020.101602 · Cited by 330 · see citing works
Panadero, E., Broadbent, J., Boud, D., & Lodge, J. M. (2019) · European Journal of Psychology of Education · doi:10.1007/s10212-018-0407-8 · Cited by 190 · see citing works
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Methodological Choices When Assessing Summer Bridge Programs in STEM Majors: A Scoping Review
Caballero Díaz, D., Amin, A., Musa, P., & Leung, V. (2026) · Education Sciences · doi:10.3390/educsci16020220
- Authors
- Rodríguez Rincón, Y., Munárriz, A., & Magreñán Ruiz, A.
- Affiliations
- Universidad Pública de Navarra (UPNA) (ES)
- Venue
- The International Journal of Management Education
- Publisher
- Elsevier BV
- Published
- 2024-11
- Volume
- 22
- Issue
- 3
- Pages
- 101072
- ISSN
- 1472-8117 (ISSN-L)
- OpenAlex
- W4403589542
- Cited by
- 29
- References
- 8
- Citations by year
- 2026: 15 · 2025: 14
- FWCI
- 18.49
- Type
- journal article
- Language
- en
- Open access
- Licence
- Locations
- The International Journal of Management Education (publishedVersion)
- Academica-e (Universidad Pública de Navarra) (submittedVersion, cc-by-nc-nd)
- Topics
- Social Sciences › Education › Student Assessment and Feedback
- Social Sciences › Education › Higher Education Teaching and Evaluation
- Social Sciences › Education › Evaluation of Teaching Practices
- Keywords
- continuous assessment, formative assessment, summative assessment, meaningful learning, self-reflection, student stress, feedback strategies, mathematics education, student satisfaction
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