Perceptions of classroom assessment tasks: An interplay of gender, subject area, and grade level
Article Sidebar
Published
Sep 15, 2015
Main Article Content
Abstract
This study investigates students' perceptions of classroom assessment tasks as a function of gender, subject area, and grade level. Data from 2753 students on Dorman and Knightley's (2006) Perceptions of Assessment Tasks Inventory (PATI) were analyzed in a MANOVA design. Results showed that students tended to hold positive perceptions of their classroom assessment tasks in terms of congruence with planned learning, authenticity, student consultation, transparency, and diversity. There were statistically significant 3-way interaction effects for gender, subject area, and grade level on congruence with planned learning and transparency. Also, there were statistically significant 2-way interaction effects for gender and grade level on authenticity and student consultation. Further, there were statistically significant 2-way interaction effects for gender and subject area on student consultation and diversity. The implications of the results for classroom assessment as well as recommendations for future research were discussed.
Keywords: assessment tasks, classroom assessment, students’ perceptions, educational assessment.
Downloads
Download data is not yet available.
Article Details
Section
Articles
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (SeeThe Effect of Open Access).
References
Alkharusi, H. (2013). Canonical correlational models of students' perceptions of assessment tasks, motivational orientations and learning strategies. International Journal of Instruction, 6, 21-38.
Alkharusi, H. (2015). An Evaluation of the measurement of perceived classroom assessment environment. International Journal of Instruction, 8, 45-54.
Alkharusi, H., Aldhafri, S., Alnabhani, H., & Alkalbani, M. (2013a). The impact of students’ perceptions of assessment tasks on self-efficacy and perception of task value: A path analysis. Social Behavior and Personality: An international Journal, 41, 1681-1692.
Alkharusi, H., Aldhafri, S., Alnabhani, H., & Alkalbani, M. (2013b). The Relationship between Students’ Perceptions of the Classroom Assessment Tasks and Academic Achievement. Paper presented at the 15th Annual International Conference on Education, Athens, Greece, May 20-23, 2013. ATINER’S Conference Paper Series, No: EDU2013-0404.
Black, P., & Wiliam, D. (1998). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, 80, 139 – 148.
Brookhart, S. M. (1997). A theoretical framework for the role of classroom assessment in motivating student effort and achievement. Applied Measurement in Education, 10, 161-180.
Brookhart, S. M. (2013). Classroom assessment in the context of motivation. In J. H. McMillan (Ed.), SAGE handbook of research on classroom assessment (pp. 35 – 54). Los Angeles, CA: SAGE Publications.
Brookhart, S. M., & Bronowicz, D. L. (2003). ‘I don’t like writing. It makes my fingers hurt’: Students talk about their classroom assessment. Assessment in Education: Principles, Policy & Practice, 10, 221 -242.
Cook-Sather, A. (2002). Authorizing students' perspectives: Toward trust, dialogue, and change in education. Educational Researcher, 31, 3-14.
Dhindsa, H. S., Omar, K., & Waldrip, B. (2007). Upper secondary Bruneian science students’ perceptions of assessment. International Journal of Science Education, 29, 1261-1280.
Dorman, J. P., & Knightley, W. M. (2006). Development and validation of an instrument to assess secondary school students’ perceptions of assessment tasks. Educational Studies, 32, 47-58.
Gao, M. (2012). Classroom assessments in mathematics: High school students' perceptions. International Journal of Business and Social Science, 3, 63- 68.
Harlen, W., & Crick, R. D. (2003). Testing and motivation for learning. Assessment in Education: Principles, Policy & Practice, 10, 169-207.
Iannone, P., & Simpson, A. (2013). Students' perceptions of assessment in undergraduate mathematics. Research in Mathematics Education, 15, 17-33.
Lawness, C. J., & Richardson, J. T. E. (2002). Approaches to studying and perceptions of academic quality in distance education. Higher Education, 44, 257-282.
Lindblom-Ylänne, S., & Lonka, K. (2001). Students' perceptions of assessment practices in a traditional medical curriculum. Advances in Health Science Education, 6, 121- 140.
Mullinix, B. B. (2001). Learning, connections, assessment, and testing: Voices from the inside. Educational Horizons, 79, 177-181.
Ryan, K. (2002). Assessment validation in the context of high-stakes assessment. Educational Measurement: Issues and Practice, 21, 7-15.
Van Dinther, M., Dochy, F., Segers, M., & Braeken, J. (2014). Student perceptions of assessment and student self-efficacy in competence-based education. Educational Studies, 40, 330-351.
Watering, G., Gijbels, D., Dochy, F., & Rijt, J. (2008). Students’ assessment preferences, perceptions of assessment and their relationships to study results. Higher Education, 56, 645-658.
Alkharusi, H. (2015). An Evaluation of the measurement of perceived classroom assessment environment. International Journal of Instruction, 8, 45-54.
Alkharusi, H., Aldhafri, S., Alnabhani, H., & Alkalbani, M. (2013a). The impact of students’ perceptions of assessment tasks on self-efficacy and perception of task value: A path analysis. Social Behavior and Personality: An international Journal, 41, 1681-1692.
Alkharusi, H., Aldhafri, S., Alnabhani, H., & Alkalbani, M. (2013b). The Relationship between Students’ Perceptions of the Classroom Assessment Tasks and Academic Achievement. Paper presented at the 15th Annual International Conference on Education, Athens, Greece, May 20-23, 2013. ATINER’S Conference Paper Series, No: EDU2013-0404.
Black, P., & Wiliam, D. (1998). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, 80, 139 – 148.
Brookhart, S. M. (1997). A theoretical framework for the role of classroom assessment in motivating student effort and achievement. Applied Measurement in Education, 10, 161-180.
Brookhart, S. M. (2013). Classroom assessment in the context of motivation. In J. H. McMillan (Ed.), SAGE handbook of research on classroom assessment (pp. 35 – 54). Los Angeles, CA: SAGE Publications.
Brookhart, S. M., & Bronowicz, D. L. (2003). ‘I don’t like writing. It makes my fingers hurt’: Students talk about their classroom assessment. Assessment in Education: Principles, Policy & Practice, 10, 221 -242.
Cook-Sather, A. (2002). Authorizing students' perspectives: Toward trust, dialogue, and change in education. Educational Researcher, 31, 3-14.
Dhindsa, H. S., Omar, K., & Waldrip, B. (2007). Upper secondary Bruneian science students’ perceptions of assessment. International Journal of Science Education, 29, 1261-1280.
Dorman, J. P., & Knightley, W. M. (2006). Development and validation of an instrument to assess secondary school students’ perceptions of assessment tasks. Educational Studies, 32, 47-58.
Gao, M. (2012). Classroom assessments in mathematics: High school students' perceptions. International Journal of Business and Social Science, 3, 63- 68.
Harlen, W., & Crick, R. D. (2003). Testing and motivation for learning. Assessment in Education: Principles, Policy & Practice, 10, 169-207.
Iannone, P., & Simpson, A. (2013). Students' perceptions of assessment in undergraduate mathematics. Research in Mathematics Education, 15, 17-33.
Lawness, C. J., & Richardson, J. T. E. (2002). Approaches to studying and perceptions of academic quality in distance education. Higher Education, 44, 257-282.
Lindblom-Ylänne, S., & Lonka, K. (2001). Students' perceptions of assessment practices in a traditional medical curriculum. Advances in Health Science Education, 6, 121- 140.
Mullinix, B. B. (2001). Learning, connections, assessment, and testing: Voices from the inside. Educational Horizons, 79, 177-181.
Ryan, K. (2002). Assessment validation in the context of high-stakes assessment. Educational Measurement: Issues and Practice, 21, 7-15.
Van Dinther, M., Dochy, F., Segers, M., & Braeken, J. (2014). Student perceptions of assessment and student self-efficacy in competence-based education. Educational Studies, 40, 330-351.
Watering, G., Gijbels, D., Dochy, F., & Rijt, J. (2008). Students’ assessment preferences, perceptions of assessment and their relationships to study results. Higher Education, 56, 645-658.