The method of educational assessment affects children’s neural processing and performance: behavioural and fMRI Evidence

Authors: Howard, S.J., Burianová, H., Calleia, A., Fynes-Clinton, S., Kervin, L. and Bokosmaty, S.

Journal: npj Science of Learning

Volume: 2

Issue: 1

eISSN: 2056-7936

DOI: 10.1038/s41539-017-0010-9

Abstract:

Standardised educational assessments are now widespread, yet their development has given comparatively more consideration to what to assess than how to optimally assess students’ competencies. Existing evidence from behavioural studies with children and neuroscience studies with adults suggest that the method of assessment may affect neural processing and performance, but current evidence remains limited. To investigate the impact of assessment methods on neural processing and performance in young children, we used functional magnetic resonance imaging to identify and quantify the neural correlates during performance across a range of current approaches to standardised spelling assessment. Results indicated that children’s test performance declined as the cognitive load of assessment method increased. Activation of neural nodes associated with working memory further suggests that this performance decline may be a consequence of a higher cognitive load, rather than the complexity of the content. These findings provide insights into principles of assessment (re)design, to ensure assessment results are an accurate reflection of students’ true levels of competency.

http://eprints.bournemouth.ac.uk/34622/

Source: Scopus

The method of educational assessment affects children's neural processing and performance: behavioural and fMRI Evidence.

Authors: Howard, S.J., Burianová, H., Calleia, A., Fynes-Clinton, S., Kervin, L. and Bokosmaty, S.

Journal: NPJ Sci Learn

Volume: 2

Pages: 10

ISSN: 2056-7936

DOI: 10.1038/s41539-017-0010-9

Abstract:

Standardised educational assessments are now widespread, yet their development has given comparatively more consideration to what to assess than how to optimally assess students' competencies. Existing evidence from behavioural studies with children and neuroscience studies with adults suggest that the method of assessment may affect neural processing and performance, but current evidence remains limited. To investigate the impact of assessment methods on neural processing and performance in young children, we used functional magnetic resonance imaging to identify and quantify the neural correlates during performance across a range of current approaches to standardised spelling assessment. Results indicated that children's test performance declined as the cognitive load of assessment method increased. Activation of neural nodes associated with working memory further suggests that this performance decline may be a consequence of a higher cognitive load, rather than the complexity of the content. These findings provide insights into principles of assessment (re)design, to ensure assessment results are an accurate reflection of students' true levels of competency.

http://eprints.bournemouth.ac.uk/34622/

Source: PubMed

The method of educational assessment affects children's neural processing and performance: behavioural and fMRI Evidence

Authors: Howard, S.J., Burianova, H., Calleia, A., Fynes-Clinton, S., Kervin, L. and Bokosmaty, S.

Journal: NPJ SCIENCE OF LEARNING

Volume: 2

Issue: 1

eISSN: 2056-7936

DOI: 10.1038/s41539-017-0010-9

http://eprints.bournemouth.ac.uk/34622/

Source: Web of Science (Lite)

The method of educational assessment affects children’s neural processing and performance: Behavioural and fMRI Evidence

Authors: Howard, S.J., Burianová, H., Calleia, A., Fynes-Clinton, S., Kervin, L. and Bokosmaty, S.

Journal: npj Science of Learning

Volume: 2

DOI: 10.1038/s41539-017-0010-9

Abstract:

Standardised educational assessments are now widespread, yet their development has given comparatively more consideration towhat to assess than how to optimally assess students’competencies. Existing evidence from behavioural studies with children andneuroscience studies with adults suggest that the method of assessment may affect neural processing and performance, butcurrent evidence remains limited. To investigate the impact of assessment methods on neural processing and performance inyoung children, we used functional magnetic resonance imaging to identify and quantify the neural correlates during performanceacross a range of current approaches to standardised spelling assessment. Results indicated that children’s test performancedeclined as the cognitive load of assessment method increased. Activation of neural nodes associated with working memoryfurther suggests that this performance decline may be a consequence of a higher cognitive load, rather than the complexity of thecontent. Thesefindings provide insights into principles of assessment (re)design, to ensure assessment results are an accuratereflection of students’true levels of competency.

http://eprints.bournemouth.ac.uk/34622/

Source: Manual

The method of educational assessment affects children's neural processing and performance: behavioural and fMRI Evidence.

Authors: Howard, S.J., Burianová, H., Calleia, A., Fynes-Clinton, S., Kervin, L. and Bokosmaty, S.

Journal: NPJ science of learning

Volume: 2

Pages: 10

eISSN: 2056-7936

ISSN: 2056-7936

DOI: 10.1038/s41539-017-0010-9

Abstract:

Standardised educational assessments are now widespread, yet their development has given comparatively more consideration to what to assess than how to optimally assess students' competencies. Existing evidence from behavioural studies with children and neuroscience studies with adults suggest that the method of assessment may affect neural processing and performance, but current evidence remains limited. To investigate the impact of assessment methods on neural processing and performance in young children, we used functional magnetic resonance imaging to identify and quantify the neural correlates during performance across a range of current approaches to standardised spelling assessment. Results indicated that children's test performance declined as the cognitive load of assessment method increased. Activation of neural nodes associated with working memory further suggests that this performance decline may be a consequence of a higher cognitive load, rather than the complexity of the content. These findings provide insights into principles of assessment (re)design, to ensure assessment results are an accurate reflection of students' true levels of competency.

http://eprints.bournemouth.ac.uk/34622/

Source: Europe PubMed Central

The method of educational assessment affects children’s neural processing and performance: behavioural and fMRI Evidence.

Authors: Howard, S.J., Burianová, H., Calleia, A., Fynes-Clinton, S., Kervin, L. and Bokosmaty, S.

Journal: npj Science of Learning

Volume: 2

ISSN: 2056-7936

Abstract:

Standardised educational assessments are now widespread, yet their development has given comparatively more consideration to what to assess than how to optimally assess students’ competencies. Existing evidence from behavioural studies with children and neuroscience studies with adults suggest that the method of assessment may affect neural processing and performance, but current evidence remains limited. To investigate the impact of assessment methods on neural processing and performance in young children, we used functional magnetic resonance imaging to identify and quantify the neural correlates during performance across a range of current approaches to standardised spelling assessment. Results indicated that children’s test performance declined as the cognitive load of assessment method increased. Activation of neural nodes associated with working memory further suggests that this performance decline may be a consequence of a higher cognitive load, rather than the complexity of the content. These findings provide insights into principles of assessment (re)design, to ensure assessment results are an accurate reflection of students’ true levels of competency.

http://eprints.bournemouth.ac.uk/34622/

Source: BURO EPrints