The Impact of Students' Perceptions of Assessment Tasks on Self-Eefficacy and Perception of Task Value: A Path Analysis

Abstract

Using path analysis, we examined the direct effects of students' perceptions of assessment tasks on self-efficacy, and the indirect effects through the students' perception of task value. Data were collected from 2,137 school students in Oman. Their perceptions in terms of congruence with planned learning, authenticity, student consultation, transparency, and diversity were measured using Alkharusi's (2013) Arabic version of Dorman and Knightley's (2006) Perceptions of Assessment Tasks Inventory. Task value and self-efficacy were measured using items from Pintrich, Smith, Garcia, and Mckeachie's (1993) Motivated Strategies for Learning Questionnaire. Results showed that congruence with planned learning and authenticity had direct effects on self-efficacy. Student consultation and diversity affected self-efficacy indirectly via task value. Transparency had a direct positive effect on self-efficacy. Therefore, students' perceptions of assessment tasks had both direct and indirect effects on their self-efficacy and their perception of task value.

What Types of Essay Feedback Influence Implementation: Structure Alone or Structure and Content?

“…Much research on self-efficacy refers back to Bandura's original definition and work (e.g., Alkharusi, Aldhafri, & Alnabhani, 2013;Tang & Tseng, 2013;van Dinther, Dochy, Segers, & Braeken, 2014). García Duncan and McKeachie (2005) offered a definition of selfefficacy that incorporated "expectancy for success (which is specific to task performance) and judgments of one's ability to accomplish a task and confidence in one's skills to perform a task" (p. 119).…”

Construct Validation of the Perceptions of As-sessment Tasks Inventory

“…In addition, congruence with planned learning, student consultation, and transparency were significantly associated with students' academic achievement whereas authenticity and diversity did not contribute significantly to the variance explained in academic achievement. In another study, Alkharusi et al (2013a) found that students' perceptions of assessment tasks had direct and indirect effects on academic self-efficacy and perceptions of task value. Alkharusi et al (2013a) concluded that teachers should develop assessment tasks in ways that activate students' sense of efficacy to accomplish the tasks and enhance their value of engaging in the tasks.…”

“…In another study, Alkharusi et al (2013a) found that students' perceptions of assessment tasks had direct and indirect effects on academic self-efficacy and perceptions of task value. Alkharusi et al (2013a) concluded that teachers should develop assessment tasks in ways that activate students' sense of efficacy to accomplish the tasks and enhance their value of engaging in the tasks. Likewise, van Dinther, Dochy, Segers, and Braeken (2014) asserted that students' perceptions of assessment can be enhanced by requiring students to do real-life tasks and giving them informative feedback, which are likely to foster their self-efficacy.…”

“…The perceived performance-oriented assessment environment involves asking students difficult and less meaningful assessment tasks with harsh assessment standards and criteria, emphasizing the importance of grades more than learning, and comparing students' performances normatively. Several research studies have addressed how perceived classroom assessment environment influence academic achievement-related outcomes (e.g., Alkharusi, 2011;Alkharusi, Aldhafri, Alnabhani, & Alkalbani, 2013a;Brookhart, Walsh, & Zientarski, 2004;Watering, Gijbels, Docy, & Rijt, 2008). As such, measurement of students' perceptions of the assessment should deserve more recognition and investigation.…”

Predicting Students’ Academic Achievement: Contributions of Perceptions of Classroom Assessment Tasks and Motivated Learning Strategies

“…In addition, high degrees of perceived task authenticity, transparency, diversity were associated with a high emphasis on deep learning approaches whereas a low degree of perceived task authenticity was associated with a high emphasis on surface learning approaches. Furthermore, Alkharusi et al (2013aAlkharusi et al ( , 2014a demonstrated that students' perceptions of assessment tasks had both direct and indirect effects on selfefficacy and their perceptions of task importance, interest, and utility. Recently, Alkharusi and Al-Hosni (2015) revealed that students' perceptions of assessment tasks tend to vary as a function of gender, subject area, and grade level.…”