Introduction
In recent years, the higher education landscape has shifted towards a more student-centered learning approach, emphasizing the need for engaging students in the learning process and focusing on their individual learning needs (Bovill, Cook-Sather, & Felten, 2011). One aspect of this shift is the growing interest in scaffolded assessment, a pedagogical approach that supports students’ learning through structured guidance and support (Vygotsky, 1978). Scaffolded assessment encourages students to engage in the learning process early on and revisit their work consistently throughout the course. This paper examines the potential benefits of this approach and the academic outcomes reported by researchers and educators.
Scaffolded Assessment and Early Engagement
Scaffolded assessment is based on the concept of instructional scaffolding, a teaching method derived from Lev Vygotsky’s sociocultural theory of learning (Vygotsky, 1978). According to Vygotsky, learning occurs through the interaction between the learner and their environment, and learners can achieve higher levels of understanding with appropriate guidance and support. Scaffolded assessment aims to provide this guidance by breaking down complex tasks into smaller, more manageable steps and gradually removing the support as the learner becomes more proficient (Hmelo-Silver, Duncan, & Chinn, 2007).
Engaging students in assessment tasks early on in the learning process has several benefits. First, it helps students become familiar with the assessment requirements and expectations, reducing anxiety and promoting self-efficacy (Bandura, 1997). Early engagement also allows students to receive feedback on their initial understanding and performance, which can be used to guide subsequent learning and revisions (Nicol & Macfarlane-Dick, 2006). This continuous feedback loop can lead to deeper learning and improved academic outcomes (Black & Wiliam, 1998).
Consistent Revisiting of Assessment Items
Revisiting assessment items throughout the course is a key aspect of scaffolded assessment. This approach enables students to continuously build on their understanding, refine their thinking, and apply their knowledge to new contexts (Bransford, Brown, & Cocking, 2000). Consistent revisiting of assessment items also encourages students to develop metacognitive skills, as they are required to reflect on their learning progress and make adjustments based on the feedback received (Pintrich, 2002).
There is a growing body of evidence supporting the positive outcomes associated with consistent revisiting of assessment items. For instance, Roediger and Karpicke (2006) found that students who engaged in repeated retrieval practice, a form of revisiting assessment items, demonstrated better long-term retention and understanding compared to those who only reviewed the material. Similarly, Karpicke and Roediger (2008) reported that repeated testing led to improved retention and transfer of knowledge.
Academic Outcomes
The benefits of scaffolded assessment and consistent revisiting of assessment items have been reported across various academic domains. Studies suggest that this approach can lead to improved understanding of complex concepts (Hmelo-Silver et al., 2007), enhanced critical thinking skills (King, 1991), and increased problem-solving abilities (Gijbels, Dochy, Van den Bossche, & Segers, 2005). Moreover, scaffolded assessment has been associated with higher academic achievement and greater satisfaction with the learning process (Hannafin, Land, & Oliver, 1999).
In a study conducted by Reiser and colleagues (2001), students who participated in scaffolded inquiry-based learning showed better understanding and application of scientific concepts compared to those who followed traditional lecture-based instruction. Another study by Pea (2004) demonstrated that students who engaged in scaffolded collaborative learning exhibited improved problem-solving abilities and increased motivation.
Consistent revisiting of assessment items has also been linked to positive academic outcomes. Butler, Karpicke, and Roediger (2007) found that students who engaged in spaced retrieval practice, a form of revisiting assessment items over an extended period, outperformed those who practiced massed retrieval or simply restudied the material. This finding highlights the importance of revisiting assessment items throughout the course to enhance long-term retention and transfer of knowledge.
Conclusion
Scaffolded assessment and consistent revisiting of assessment items offer promising strategies to improve academic outcomes in higher education. By engaging students early in the learning process and providing structured guidance and support, scaffolded assessment enables learners to develop a deeper understanding of complex concepts, hone their critical thinking and problem-solving skills, and ultimately achieve higher levels of academic success.
Universities and educators should consider incorporating scaffolded assessment and consistent revisiting of assessment items in their pedagogical approaches to enhance student learning and promote academic excellence. As the higher education landscape continues to evolve, embracing innovative and evidence-based practices will be essential for ensuring the success of future generations of learners.
Case StudY
The following case studies provide real-world examples of how scaffolded assessment and consistent revisiting of assessment items can be implemented in different university courses to improve academic outcomes. By exploring the context, implementation, and outcomes of these interventions, these case studies demonstrate the versatility and effectiveness of scaffolded assessment in enhancing student learning.
Case Study 1: Enhancing Critical Thinking Skills through Scaffolded Assessment in a Political Science Course
Context
A mid-sized university sought to improve students’ critical thinking skills in an introductory political science course. The course typically consisted of lectures, readings, and three major assessment items, including a midterm exam, a research paper, and a final exam. The educators recognized the need to engage students more actively in the learning process and provide them with structured guidance and support to enhance their critical thinking skills.
Implementation
The educators redesigned the course using scaffolded assessment techniques. They broke down the research paper assignment into several smaller tasks, each building on the previous one. The new assessment structure included the following components:
Topic Selection and Rationale: Students submitted a brief statement explaining their chosen topic and its relevance to the course material.
Annotated Bibliography: Students developed an annotated bibliography of relevant academic sources, summarizing each source’s main arguments and evaluating its credibility.
Thesis Statement and Outline: Students formulated a clear thesis statement and created an outline for their research paper, including the main points and supporting evidence.
Draft Submission: Students submitted a complete draft of their research paper for instructor feedback.
Final Submission: Students revised their drafts based on feedback and submitted the final version of their research paper.
Throughout the course, students consistently revisited each component, incorporating feedback from the instructor and peers. They were encouraged to reflect on their progress and adjust their strategies accordingly.
Outcome
After implementing scaffolded assessment, the educators observed a significant improvement in students’ critical thinking skills. Students demonstrated a deeper understanding of complex political concepts, greater ability to evaluate and synthesize academic sources, and enhanced argumentation skills in their research papers. Course evaluations indicated higher levels of student satisfaction and engagement, with many students expressing appreciation for the structured guidance provided throughout the research paper process.
Case Study 2: Improving Problem-Solving Abilities in a Physics Course through Scaffolded Assessment and Consistent Revisiting of Assessment Items
Context
A large university aimed to enhance students’ problem-solving abilities in an introductory physics course. The course traditionally relied on lectures and problem sets, with three exams to assess students’ understanding of the material. The educators recognized the potential benefits of scaffolded assessment and consistent revisiting of assessment items in promoting deeper learning and improved problem-solving abilities.
Implementation
The educators redesigned the course to incorporate scaffolded assessment techniques and emphasize the consistent revisiting of assessment items. They introduced the following changes:
Weekly Quizzes: Students completed short quizzes each week, testing their understanding of the material covered in the lectures and problem sets. These quizzes provided immediate feedback and enabled students to identify areas where they needed additional practice.
Collaborative Problem-Solving Sessions: Students participated in weekly collaborative problem-solving sessions, working in small groups to solve complex physics problems with the support of a teaching assistant. These sessions allowed students to build on their understanding, refine their problem-solving strategies, and apply their knowledge to new contexts.
Cumulative Exams: The educators redesigned the exams to include questions that required students to revisit and apply concepts from previous weeks, encouraging them to consistently review and reinforce their understanding.
Outcome
The implementation of scaffolded assessment and consistent revisiting of assessment items led to significant improvements in students’ problem-solving abilities. They demonstrated a greater ability to apply physics concepts to novel situations and showed increased confidence in their problem-solving skills. Course evaluations indicated that students found the collaborative problem-solving sessions particularly valuable, as they provided opportunities for peer learning and personalized support. Overall, the redesigned course resulted in higher levels of student engagement, satisfaction, and academic achievement.
References
Bandura, A. (1997). Self-efficacy: The exercise of control. W H Freeman/Times Books/ Henry Holt & Co.
Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7-74.
Bovill, C., Cook-Sather, A., & Felten, P. (2011). Students as co-creators of teaching approaches, course design, and curricula: implications for academic developers. International Journal for Academic Development, 16(2), 133-145.
Bransford, J. D., Brown, A. L., & Cocking, R. R. (2000). How people learn: Brain, mind, experience, and school. National Academy Press.
Butler, A. C., Karpicke, J. D., & Roediger, H. L. (2007). The effect of type and timing of feedback on learning from multiple-choice tests. Journal of Experimental Psychology: Applied, 13(4), 273-281.
Gijbels, D., Dochy, F., Van den Bossche, P., & Segers, M. (2005). Effects of problem-based learning: A meta-analysis from the angle of assessment. Review of Educational Research, 75(1), 27-61.
Hannafin, M. J., Land, S. M., & Oliver, K. (1999). Open learning environments: Foundations, methods, and models. In C. M. Reigeluth (Ed.), Instructional-design theories and models: A new paradigm of instructional theory (Vol. 2, pp. 115-140). Lawrence Erlbaum Associates Publishers.
Hmelo-Silver, C. E., Duncan, R. G., & Chinn, C. A. (2007). Scaffolding and achievement in problem-based and inquiry learning: A response to Kirschner, Sweller, and Clark (2006). Educational Psychologist, 42(2), 99-107.
Karpicke, J. D., & Roediger, H. L. (2008). The critical importance of retrieval for learning. Science, 319(5865), 966-968.
King, A. (1991). Effects of training in strategic questioning on children’s problem-solving performance. Journal of Educational Psychology, 83(3), 307-317.
Nicol, D. J., & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199-218.
Pea, R. D. (2004). The social and technological dimensions of scaffolding and related theoretical concepts for learning, education, and human activity. Journal of the Learning Sciences, 13(3), 423-451.
Pintrich, P. R. (2002). The role of metacognitive knowledge in learning, teaching, and assessing. Theory into Practice, 41(4), 219-225.
Reiser, B. J., Tabak, I., Sandoval, W. A., Smith, B. K., Steinmuller, F., & Leone, A. J. (2001). BGuILE: Strategic and conceptual scaffolds for scientific inquiry in biology classrooms. In S. M. Carver & D. Klahr (Eds.), Cognition and instruction: Twenty-five years of progress (pp. 263-305). Lawrence Erlbaum Associates Publishers.
Roediger, H. L., & Karpicke, J. D. (2006). Test-enhanced learning: Taking memory tests improves long-term retention. Psychological Science, 17(3), 249-255.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
