Modeling the Relationship Between Perceptions of Assessment Tasks and Classroom Assessment Environment as a Function of
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Modeling the Relationship Between Perceptions of Assessment Tasks and Classroom Assessment Environment as a Function of Gender Hussain Alkharusi • Said Aldhafri • Hilal Alnabhani • Muna Alkalbani
Ó De La Salle University 2013
Abstract A substantial proportion of the classroom time involves exposing students to a variety of assessment tasks. As students process these tasks, they develop beliefs about the importance, utility, value, and difficulty of the tasks. This study aimed at deriving a model describing the multivariate relationship between students’ perceptions of the assessment tasks and classroom assessment environment as a function of gender. Using a clustering sampling procedure, participants were 411 students selected from the second cycle of the basic education grades at Muscat public schools in Oman. As defined by McMillan (Educational research: Fundamentals of the consumer, 2012, pp. 176–177), the research design employed in this study was descriptive in nature that includes correlational and comparative aspects. Results revealed statistically significant gender differences with respect to the perceptions of the assessment tasks and classroom assessment environment favoring female students. Also, results showed that for both males and females, a learning-oriented assessment environment tended to be associated with high degrees of congruence with instruction, authenticity, student consultation, and diversity. However, the relationship between performance-oriented assessment environment and perceptions of the assessment tasks differed in male and female classrooms. Implications for instruction and assessment as well as recommendations for future research were discussed. H. Alkharusi (&) S. Aldhafri H. Alnabhani Department of Psychology, College of Education, Sultan Qaboos University, P.O. Box: 32, Al-Khod, P.C.: 123, Muscat, Sultanate of Oman e-mail: [email protected] M. Alkalbani Ministry of Education, Muscat, Sultanate of Oman
Keywords Assessment tasks Assessment environment Classroom assessment Students’ perceptions Educational assessment
Introduction The Conceptual Framework of the Study Of increasing interest to educational assessment researchers is the role of classroom assessment environment in motivating students to learn (Brookhart 1997). The present study aimed at describing the relationship between students’ perceptions of the assessment tasks and classroom assessment environment. Theoretically, the conceptual foundation of the study is based on a synthesis of previous work done in classroom assessment by Ames (1992), Brookhart (1997), McMillan and Workman (1998), and Stiggins and Chappuis (2005). As suggested by Brookhart (2004), theory relevant to studying classroom assessment comes from different fields such as theories of learning and motivation, sociology, and social learning theory. For example, based on achievement goal theory, Ames (1992) argued that the following classroom assessment practices are likely to lead to a learning-oriented assessment envir
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