“Full on Until the Sun Comes Out”: the effects of assessment on student approaches to studying

ABSTRACT Qualitative and quantitative data from first‐year students from three contrasting academic courses were collected as part of an ongoing longitudinal study. The findings support the widely held belief that assessment has an effect on student learning. These findings are echoed in data from a parallel study of second and third‐year students on the same courses. Interview data provided a snapshot of student experiences of learning and assessment. A number of important issues emerged relating both to organisational and personal factors. In addition, student preferences for particular types of assessment provided insights into their approaches to studying. Interview data were related to approaches to studying profiles and stress measures. Mismatches were identified and discussed, and some year and area differences were explored. Implications for both teachers and learners were considered.