University Female Students’ Perceptions of Achievement Assessment Question Types and Their Cognitive and Affective Implications: A Qualitative Study
DOI:
https://doi.org/10.52839/0111-000-090-002Keywords:
Student perceptions, Achievement assessment questions, Cognitive processes, Affective responsesAbstract
This study aims to explore university students’ perceptions and preferences regarding various types of assessment questions and how these perceptions reflect on their cognitive and emotional experiences. A qualitative approach was adopted; 28 students participated in semi-structured interviews to gather data, which were then subjected to thematic analysis. The results revealed four main types of questions: open-ended essay, multiple-choice, true/false, and fill-in-the-blank, with clear variations in perceptions towards each. Multiple-choice questions were the most preferred due to their fairness and objectivity, while essay questions were appreciated for measuring deep understanding and self-expression, despite some concerns about grading subjectivity. In contrast, true/false questions were the least favoured because they were associated with rote memorisation and guessing, whereas fill-in-the-blank questions were accepted only when clearly worded. The findings indicated that students’ preferences reflect cognitive and emotional awareness of learning and assessment, calling for a reconsideration of university assessment design, greater variety in question types, and enhanced transparency and communication to ensure fairness and improve learning outcomes.
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