Abstract:

The purpose of this study is to assess the level of Information Quality (IQ) and its dimensions with respect to summative assessments as they are perceived by the students in Higher Education. At a first step we are reviewing the literature in order to identify whether and how Information Quality (IQ) has been assessed in the context of Higher Education in terms of summative assessments. We are interested in assessing IQ as one of the components of assessment quality. Through the use of an online survey tool, we are examining across all educational levels (QAA Levels 4, 5 and 6) how students perceive the IQ of the description of assessments, as well as of the feedback they receive from faculty. Furthermore, we are trying to identify according to student’s perceptions which of the IQ dimensions seem to be more influential in their preferences with respect to assessment description and feedback. By correlating the level of maturity with respect to their academic progress (Levels 4, 5 and 6) and their age, we aim at providing valuable feedback to the educational community on the aspects of IQ for summative assessments and enable faculty to revisit the way we provide assessment descriptions and feedback to students for the benefit of facilitating their learning experience.

Keywords:

Information Quality, student perspective, assessment.