Navigating assessment challenges: Students’ reflection on preparation for exams, essays, presentations, and reports

Abstract

Assessments play a key role in students’ academic experience in higher education. This study investigates how students prepare for different types of assessments. Survey data collected from 104 BSc Psychology and BSc Psychology (Sport, Health and Exercise) and 90 BSc Biomedical Sciences students showed that there was a wide discrepancy regarding preparation time for assessments. Focus groups were conducted to gain deeper insights into students’ perception and preparation for assessments. Thematic analysis revealed three key themes: (1) the nature of the assessment influences the level of preparation, with multiple-choice exams often perceived as requiring minimal effort, while essays and lab reports demand more extensive critical thinking and preparation time; (2) procrastination is prevalent, especially for tasks that involve complex, in-depth work like report writing; (3) peer collaboration plays a significant role, particularly in assessments that require structured thinking, such as essays and oral presentations. These findings underscore the need for educators to consider the diversity in student preparation strategies when designing assessments and support systems.