Modeling the Relationship Between Perceptions of Assessment Tasks and Classroom Assessment Environment as a Function of Gender

Alkharusi, Hussain; Aldhafri, Said; Alnabhani, Hilal; Alkalbani, Muna

doi:10.1007/s40299-013-0090-0

Cited by 18 publications

(16 citation statements)

References 22 publications

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“…To improve the interpretability of the factor extraction results, direct oblimin was selected since oblique rotation allows the factors to be correlated, which is most often the case in social sciences (Bentler 2008). This choice was also supported by previous studies showing that all subscales of the PATI are moderately or highly correlated (Dorman & Knightley 2006), and learningoriented assessment environment and performance-oriented assessment environment are moderately correlated among both male and female students (Alkharusi et al 2014a). To determine the items retained for further analysis, this study adopted Tabachnick and Fidell's (2001) suggestion that .32 be a good rule of thumb for the lowest factor loadings.…”

Section: Discussionsupporting

confidence: 73%

“…Among the limited existing empirical studies, Alkharusi et al (2014a) examined the inter-correlations between students' perceptions of the assessment tasks and the classroom assessment environment. Their focus, however, was on the gender difference in a research context where male and female students were educated separately, rather than coeducationally, in the Middle East.…”

Section: Nature Of Assessment Tasks and Assessment Environmentmentioning

confidence: 99%

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

Cheng

Liu

2015

Language Testing in Asia

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Classroom assessment tasks and environment are central to supporting student learning, yet are under-studied at the tertiary level, especially in China's test-driven culture. This study explores the relationship between students' perceptions of assessment tasks and classroom assessment environment, within the university context of teaching English as a foreign language (EFL) in China. A questionnaire was designed and administered, based on Dorman & Knightley's (2006) Perceptions of Assessment Tasks Inventory (PATI) and Alkharusi's (2011) scale, in order to measure students' perceptions of the classroom assessment environment. PATI includes five subscales: congruence with planned learning, authenticity, student consultation, transparency, and diversity. Alkharusi's scale comprises two subscales: learning-oriented classroom assessment environment and performance-oriented classroom assessment environment. Participants were 620 university students from three universities in China. The factor analysis findings identified the original five-factor PATI, and Alkharusi's two-factor scales within this Chinese research context. Multiple regression analyses exploring the interrelationship showed that congruence with planned learning, authenticity, student consultation, and transparency significantly predicted the learning-oriented classroom assessment environment, explaining 48 % of the variance. Congruence with planned learning and student consultation negatively, and diversity positively, predicted the performance-oriented classroom assessment environment, explaining 12 % of the variance. The findings highlight the two core values in classroom assessment tasks: congruence with planned learning and student consultation in mediating the classroom environment. This study addresses the research gap in our limited understanding of the relationship between classroom assessment tasks and assessment environment, and aids teachers in structuring their day-to-day classroom assessment practices in support of their students' learning.

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Section: Discussionsupporting

confidence: 73%

Section: Nature Of Assessment Tasks and Assessment Environmentmentioning

confidence: 99%

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

Cheng

Liu

2015

Language Testing in Asia

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“…Stiggins ve Conklin'in (1992) ardından Brookhart (1997), motivasyona ilişkin sosyal bilişsel teoriler ve değerlendirme çevresi ile ilgili literatürü sentezleyerek sınıf değerlendirme atmosferini yeniden tanımlamıştır (Alkharusi, 2013). Brookhart (1997) sınıf değerlendirme atmosferini; öğretmen tarafından belirlenen değerlendirme amaçlarının, değerlendirme görevlerinin, değerlendirmede kullanılan performans ölçütlerinin ve sunulan geri bildirimlerin sınıf çevresine ilişkin öğrencilerde oluşturduğu algı şeklinde ifade etmektedir (Alkharusi, Aldhafri, Alnabhani ve Alkalbani, 2014). Bir başka deyişle, öğrencilerin sınıftaki değerlendirme uygulamaları hakkında sahip oldukları algılar sınıf değerlendirme atmosferini oluşturmaktadır (Brookhart ve DeVoge, 1999).…”

Section: Sınıf Değerlendirme Atmosferiunclassified

Development of Classroom Assessment Environment Scale (CAES): Validity and Reliability Study

İlhan

Çetin

2014

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“…One of the most important components is the classroom assessment environment (Banks, 2012;Brookhart & DeVoge, 1999). Brookhart (1997) defines the classroom assessment environment as the perception of the classroom environment as created by the students via assessment objectives, assessment tasks, performance measures used in assessment, and feedback provided by the teacher (As quoted in: Alkharusi, Aldhafri, Alnabhani & Alkalbani, 2013). In other words, students' perceptions of the classroom assessment practices constitute the classroom assessment environment (Brookhart & DeVoge, 1999).…”

Section: Academic Burnoutmentioning

confidence: 99%

An Analysis of the Relationship between Academic Burnout and Classroom Assessment Environment

İlhan

Çetin

2014

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KeywordsIn this study, we aimed to examine the relationship between academic burnout and the classroom assessment environment. A causal-comparative model was employed in this study, which was carried out with 496 high school students in the provinces of Batman and Diyarbakir in Turkey in the spring of 2013-2014. The Maslach Burnout Inventory-Student Form (MBI-SF), which was developed by Schaufeli et al. (2002) and adapted into Turkish by Capri, Gunduz and Gokcakan (2011), was employed in the study to measure the students' levels of academic burnout. Then, in order to determine the students' perceptions of the classroom assessment environment, the Classroom Assessment Environment Scale (CAES), which was developed by the researchers of this study, was used. Cluster analysis was performed with the purpose of grouping students who have similar perceptions of the classroom assessment environment. This analysis produced three separate clusters. Then, analysis of variance was performed in order to determine whether the students' levels of academic burnout differed by the groups that had emerged out of the cluster analysis. The findings demonstrated that the students' levels of academic burnout differed significantly in accordance with their perceptions of the classroom assessment environment. Therefore, it could be suggested that the students' perceptions of the classroom assessment environment constitute a significant variable for the prediction of their levels of academic burnout. Academic burnoutClassroom assessment environment Cluster analysisArticle Info

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Modeling the Relationship Between Perceptions of Assessment Tasks and Classroom Assessment Environment as a Function of Gender

Cited by 18 publications

References 22 publications

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

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

Development of Classroom Assessment Environment Scale (CAES): Validity and Reliability Study

An Analysis of the Relationship between Academic Burnout and Classroom Assessment Environment

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