Chinese university students’ perceptions of assessment tasks and classroom assessment environment

Cheng, Liying; Wu, Yongfei; Liu, Xiaoqian

doi:10.1186/s40468-015-0020-6

Cited by 29 publications

(22 citation statements)

References 21 publications

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“…Generally, perception is the way in which something is regarded, understood or interpreted. Perception affect to someone behavior significantly [10].…”

Section: N Of Valid Cases 35mentioning

confidence: 97%

Relationships Between Perception toward Assessment with Learning Result of Student

Muchlis¹,

Ibnu²,

Subandi³

et al. 2019

Proceedings of the National Seminar on Chemistry 2019 (SNK-19)

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This research aim to describe relationships between perception toward assessment with learning result of student. Perception toward assessment it means student percepts assessment as assessment of learning (AoL), assessment for learning (AfL) or assessment as learning (AaL). Subject research is 35 students of Chemistry Education of Surabaya State University. Research design is one shot case study repeated because one student group given three times different treatment without control group. Relationships between both is analyzed by chi-square test and percentage of student amount that obtaining the highest and lower in learning result appropriate its perception toward assessment. Result of analysis indicate that between perception toward assessment with learning result of student are not significant in relationships. However, if student's the highest and lower categories in learning result are added at implementation of AoL, AfL and AaL are always predominated by student which percept assessment successively as AoL, AfL and AaL. Amount of student which is obtaining the highest and lower in learning result at implementation of AoL is 15 (42,9%), 14(40%) and 2 (5,7%) student which percept assessment successively as AoL, AfL and AaL. Amount of student which is obtaining the highest and lower in result learning at implementation of AfL is 23 (65,7%), 6 ( 17,1%) and 0(0%) student which is percept assessment successively as AoL, AfL and AaL. Amount of student which is obtaining the highest and lower in result learning at implementation of AaL is 20 ( 57,1%), 6 ( 17,1%) and 3 ( 8,6%) student which is percept assessment successively as AoL, AfL and AaL. Keywords-perceptiontoward assessment, learning result of student, assessment of learning, assessment for learning, assessment as learning.

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“…Generally, perception is the way in which something is regarded, understood or interpreted. Perception affect to someone behavior significantly [10].…”

Section: N Of Valid Cases 35mentioning

confidence: 97%

Relationships Between Perception toward Assessment with Learning Result of Student

Muchlis¹,

Ibnu²,

Subandi³

et al. 2019

Proceedings of the National Seminar on Chemistry 2019 (SNK-19)

View full text Add to dashboard Cite

show abstract

“…Second, exploratory factor analysis was conducted on the 16 items to detect the latent factor structure of the scales. Principal component analysis was done to extract the factors because it was used both in the validation process for the instrument and in the subsequent research using the same instrument (Alkharusi, 2011;Cheng, Wu, & Liu, 2015). The factor was rotated using the direct oblimin method to achieve a simple and more meaningful solution.…”

Section: Data Collection and Analysismentioning

confidence: 99%

EFL Students’ Perception of Classroom Assessment Environment in Translation Courses

Alsahli¹

2019

IJEL

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The aim of this study was to explore the students’ perceptions on classroom assessment environment in translation courses. The sample of this study was made of 341 participants studying at an English language department in a Saudi university. Data were collected using self-reported questionnaire which was designed based on Alkharusi’s (2011) scale. Factor analysis was computed and the results revealed the presence of Alkharusi’s two original factors: perceived learning-oriented, and perceived performance-oriented classroom assessment environments. T-test was employed to explore the differences in perceptions between male and female students, but no significance was found between them. Implications and recommendations for classroom assessment as well as for future research have also been discussed. The practical implication of the research is that student outcomes might be improved by establishing classrooms that match those educational environments which have been shown to be associated with students’ learning. A limitation of most classroom learning environment instruments is that they measure an individual student’s perceptions of a whole class, as distinct from students’ perceptions of their own roles in the classroom. It is likely that future classroom and school environment research will be enhanced if personal as well as group assessments are adopted.

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“…Both studies revealed that students believe that assessment is necessary and mandatory, and that it is performed by teachers and they do not have a say in it. In another study, Cheng, Wu, and Liu (2015) probed Chinese university students' perceptions on assessment tasks in EFL context and assessment environment relationship, and reported that congruence with planned learning and student consultation are positive predictors of the learning-oriented classroom assessment environment and negative predictors of performance-oriented classroom assessment environment at the same time. Based on that finding, they concluded that aligning assessment tasks with the goals and objectives of the learning programs and effectively informing students regarding how they will be assessed potentially have twofold benefits.…”

Section: As Seen Inmentioning

confidence: 99%

Students’ Perceptions of Language Testing and Assessment in Higher Education

Ağçam¹,

Babanoğlu²

2016

unibulletin

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Assessment is any of a variety of procedures used to obtain information about student performance (Linn & Gronlund, 2000, p. 32). As reported by Pellegrino, Chudowsky, and Glaser (2001), it provides feedback to students, educators, parents, policy makers, and the public about the effectiveness of educational services. Related research on language testing and assessment in foreign language education, which is one of the most controversial issues in Turkey, have been carried out with a focus on perspectives of teachers rather than the students who obviously play the leading role in the process. Hence, the current study is primarily motivated to explore the perceptions of students on foreign language assessment in higher education in Turkey. A total of 103 undergraduate students attending an English Language Preparatory Program at a state university in Turkey took part in the study. They were assigned a questionnaire consisting of open-and closed-ended items to reveal their perceptions on the applications of language assessment in higher education (e.g. core language skills, assessment types employed in testing foreign language development, and types of questions used in the tests throughout an academic year). The findings have demonstrated that most participants found assessment necessary in their foreign language education, and that speaking and listening are considered the most important skills, while grammar and reading are regarded as the least important. As for question types, Selected Response Items (e.g. Matching, MC, Odd-one-out, and T-F) have revealed the most-favored by students in comparison to the Constructed Response Items (e.g. Sentence Completion, Wh-Questions, and etc.) and Personal Response items (e.g. writing a paragraph), which might be attributed to the less challenging and demanding structure of the selected response items. The study concludes with a few pedagogical implications on language assessment in higher education, and suggestions for further directions.

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Chinese university students’ perceptions of assessment tasks and classroom assessment environment

Cited by 29 publications

References 21 publications

Relationships Between Perception toward Assessment with Learning Result of Student

Relationships Between Perception toward Assessment with Learning Result of Student

EFL Students’ Perception of Classroom Assessment Environment in Translation Courses

Students’ Perceptions of Language Testing and Assessment in Higher Education

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