Student Performance Under Different Assessment Situations

Abstract This paper examines the student performance on an undergraduate honours degree at Middlesex Polytechnic, under four different methods of assessment, where traditional examination is combined with 'seen' question, case studies (seen and unseen) and projects. The analysis shows that the traditional examination should be combined with other methods of assessment as the student performance is worst under examination and the performance improves when combined with other methods. Further, the analysis shows that the weaker students benefit by achieving significantly higher marks in the non‐examination component rather than the examination.