The Reasons Why: Understanding Higher Education Students' Rationales for Not Using Assessment Resources Designed to Promote Success

• In Event: Educational Interventions in Higher Education

Abstract

Assessment scaffolding and assistance is vital for supporting the success of the diverse students now enrolling in universities. While Learning Management Systems can track student resource usage, these data do not explain why students bypass particular assessment resources. Drawing on theories of planned, reasoned behaviour, this paper analyzes qualitative data from 483 questionnaires and 86 interviews to explore reasons why 1st year students at an Australian regional university chose not to use particular assessment resources. Six categories described data. Students reported avoiding resources because they: already sufficiently understood the task; preferred other resource types; had negative perceptions of the resource; lacked time; were unaware of the resource; or had issues accessing it. Implications for assessment support practices are discussed.

Authors

• Lois Ruth Harris, Australian Catholic University

• Joanne Dargusch, Central Queensland University