Effects of Classroom Assessment Practices on Students' Achievement Goals

Alkharusi, Hussain

doi:10.1080/10627190802602509

Cited by 44 publications

(39 citation statements)

References 27 publications

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“…The finding of the study was in agreement with that of Alkharusi [45], who studied the effects of classroom assessment practices on students' achievement goals.…”

supporting

confidence: 80%

“…This finding is not in line with Zimbicki's [46] finding that motivation level and self-efficacy reached high levels when students were engaged in alternative assessment. Also, Alkharusi [45] reported a different finding supporting a move towards the use of more alternative assessment. The results of his study suggested that learners' self-efficacy on performance-approach goal within a classroom was dependent jointly on class gender, teaching experiences, and frequent use of alternative assessments.…”

mentioning

confidence: 95%

“…In fact, Rahemi [43] and Nasrollahi and Barjasteh [44] reported that the participants in their study did not possess an appropriate level of self-efficacy in reading. In one closely related research, Alkharusi's [45] study revealed that learners' self-efficacy on performance-approach goal within a classroom and the utilization of alternative assessments were jointly dependent factors.…”

Section: Self-efficacymentioning

confidence: 99%

See 2 more Smart Citations

The Effect of Alternative Assessment Techniques on EFL Learners' Reading Comprehension Ability and Self-efficacy in Reading: The Case of Iranian Junior High School Students

Aliasin¹,

Amanlu²

2017

lls

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Self-efficacy plays a major role in learners' ultimate success. The present study investigated the effect of alternative assessment techniques of reading comprehension on the participants' self-efficacy in reading and their performance in reading comprehension. Matching items, gap filling items, C-tests, editing tasks and ordering techniques were used as alternative assessment techniques as replacements to traditional techniques such as multiplechoice type or essay-type items. Based on the proficiency test results, 77 intermediate junior high school students were selected from among 99 students in intact classes as the participants. The instruments included an adapted self-efficacy-in-reading questionnaire, the KET test and a reading comprehension test developed and piloted by the researchers. The results of t-test analyses indicated that the learners were significantly aware of self-efficacy while involved in reading comprehension of their English textbook texts. In other words, the participants possessed high self-efficacy in reading as measured by the questionnaire mentioned above. However, the findings revealed no significant effect for the use of alternative assessment techniques on the participants' self-efficacy in reading comprehension. Finally, the t-test results indicated a significant effect for the use of alternative assessment techniques on the participants' performance on the reading comprehension test.

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“…The finding of the study was in agreement with that of Alkharusi [45], who studied the effects of classroom assessment practices on students' achievement goals.…”

supporting

confidence: 80%

mentioning

confidence: 95%

Section: Self-efficacymentioning

confidence: 99%

See 1 more Smart Citation

The Effect of Alternative Assessment Techniques on EFL Learners' Reading Comprehension Ability and Self-efficacy in Reading: The Case of Iranian Junior High School Students

Aliasin¹,

Amanlu²

2017

lls

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“…On the other hand, performance-oriented assessment perceptions are created among students by assessment environments where assessment-related tasks are difficult, exam grades are prioritized over learning, students' performance is prioritized over their effort, and social comparisons are taken as the criteria for success (Alkharusi, 2010). Students' levels of learning-and performance-oriented assessment perceptions affect their beliefs about their self-efficacy, their achievement goal orientations, and their academic performances (Alkharusi, 2008;Brookhart, Walsh & Zientarski, 2006). For instance, while higher performance-oriented perceptions lead to lower beliefs of self-efficacy, higher learning-oriented perceptions lead to higher beliefs of self-efficacy (Alkharusi, 2009).…”

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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“…Problems around methodology are not only regarding how to transfer knowledge directly but also how to lead the students to do self-learning and seek information (Abi Aad, 2011;Alkharusi, 2008). Therefore, an appropriate method will provide motivation for the students to continue their learning process.…”

Section: Introductionmentioning

confidence: 99%

Implementation of Eclectic Method on Arabic Teaching and Learning

Wekke¹,

Maryam²

2018

Preprint

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ABSTRACT:Mastering both Arabic learning method and material substance should be done simultaneously. The fact shows that teachers are always facing new method and required to evaluate method they have implemented. In the other hand, they are also experiencing difficulties when implementing the method with no strong mastery of materials. Therefore, the two are should be mastered by teachers simultaneously. This paper discusses at least four considerations to implement eclectic method. The method which is considered having excellence in a time may be considered having shortcoming in another time. The implementation of Arabic language, particularly, is supervised and corrected by the sticking coach directly. Correcting and improving students" ability in Arabic language require a long process, not all incorrectness can be corrected directly, since the improvement of language requires times, stages and coach"s wisdom to motivate and guide the students. Finally, this paper presented that each of the very great number of methods existing, obviously, has its excellences and shortcomings.

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Effects of Classroom Assessment Practices on Students' Achievement Goals

Cited by 44 publications

References 27 publications

The Effect of Alternative Assessment Techniques on EFL Learners' Reading Comprehension Ability and Self-efficacy in Reading: The Case of Iranian Junior High School Students

The Effect of Alternative Assessment Techniques on EFL Learners' Reading Comprehension Ability and Self-efficacy in Reading: The Case of Iranian Junior High School Students

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

Implementation of Eclectic Method on Arabic Teaching and Learning

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