Evaluation and Research in Education
Editor: Professor Keith Morrison, Inter-University Institute of Macau
Associate Editor: Professor Stephen Gorard, University of York
Statistical Adviser: Professor Colin Baker, University of Wales Bangor
Reviews Editor: Dr. Emma Smith, University of York
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Volume: 13 Number: 3 Page: 114–131
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The Effect of Prior Knowledge on Learning in Educational Practice: Studies Using Prior Knowledge State Assessment
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F. Dochy, G. Moerkerke and M. Segers
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The paper outlines different issues concerning the use of prior knowledge state assessment for enhancing learning. Assessing prior knowledge by means of measuring a set of personal and contextual variables
does not seem an effective track for further research and development. Therefore, the use of instruments like prior knowledge state tests and progress tests is discussed. As a cost-benefit analysis, different
studies are carried out. The results indicate that beginner students are especially willing to use prior knowledge state assessment for different purposes, stressing the importance of regular feedback on
the results of the assessment. Concerning the actual use of the assessment instruments, the findings suggest that beginner students need more external pressure to use the assessment instruments than advanced
students. When it comes to attending final examinations, it seems that beginner students benefit more from prior knowledge state assessment and progress assessment than experienced students. The students
who actually took the prior knowledge state assessment and received feedback and study advice, had higher scores on final examinations than the non-respondents.
© Multilingual Matters 1999
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