Upper Secondary Bruneian Science Students’ Perceptions of Assessment

Dhindsa, Harkirat S.; Omar, Khalid; Waldrip, Bruce

doi:10.1080/09500690600991149

Cited by 52 publications

(46 citation statements)

References 13 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In addition, Dhindsa, Omar, and Waldrip (2007) found that although students perceived that their classroom assessment tasks aligned with what they learned in class and had transparency, there were low levels of student consultation, authenticity, and diversity, which might be detrimental to self-efficacy. Recently, Alkharusi (2013) showed that high levels of authenticity, transparency, and diversity were significantly associated with self-efficacy and perception of task value.…”

Section: Students' Perceptions Of Assessment Tasksmentioning

confidence: 92%

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

Alkharusi¹,

Aldhafri²,

Alnabhani³

et al. 2013

soc behav pers

View full text Add to dashboard Cite

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.

show abstract

Section: Students' Perceptions Of Assessment Tasksmentioning

confidence: 92%

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

Alkharusi¹,

Aldhafri²,

Alnabhani³

et al. 2013

soc behav pers

View full text Add to dashboard Cite

show abstract

“…For example, Dorman, Fisher, and Waldrip (2006) provided evidence that assessment tasks with a low degree of congruence with planned learning, authenticity, and transparency could have a detrimental effect on students' confidence in their ability to successfully perform academic tasks. In their study of Bruneian secondary school students' perceptions of assessment tasks, Dhindsa, Omar, and Waldrip (2007) found that, despite reports of low levels of student consultation, authenticity, and diversity, students still perceived that classroom assessment tasks were transparent and aligned with classroom teaching. In his study conducted with 198 tenth-grade students in Oman, Alkharusi (2013) found that a high degree of authenticity and transparency in assessment were both positively associated with students' self-efficacy and task value.…”

Section: Students' Perceptions Of Assessmentmentioning

confidence: 95%

Classroom Assessment: Teacher Practices, Student Perceptions, and Academic Self-Efficacy Beliefs

Alkharusi¹,

Aldhafri²,

Alnabhani³

et al. 2014

soc behav pers

View full text Add to dashboard Cite

We examined the effects of teachers' classroom assessment practices and students' perceptions of assessment tasks on students' academic self-efficacy beliefs as 1 dimension of student academic motivation. Participants (N = 1,457) were students sourced from 99 classrooms of public secondary schools in Oman. Results of multilevel analysis showed that student academic self-efficacy beliefs were significantly and positively influenced by students' perceptions of the assessment tasks. Specifically, congruence with planned learning, authenticity, transparency, and diversity all had significant positive influences on self-efficacy beliefs, as did frequent communication by the teacher about the assessment with students and teachers' frequent use of nonachievement grading factors. Implications are discussed for classroom practices and research related to classroom assessment.Keywords: classroom assessment practices, student perceptions, educational assessment, academic self-efficacy.Classroom assessment, that is, the process of obtaining information about students' performance on assessment tasks, is one of the main responsibilities of teachers. Teachers use a range of assessment methods and tools to determine how well students are achieving the intended learning outcomes (Gronlund, 2006). In numerous literature reviews scholars have asserted the power of classroom SOCIAL

show abstract

“…1 Rochford found significantly higher achievement when instruction material was prepared in response to learning style at an urban community college. 2 Miller observed a significant improvement in examination scores as well as in students' attitude towards learning when information delivery style matched students' learning styles.…”

Section: Discussionmentioning

confidence: 99%

“…1 Recent assessment approaches are attempting to increase the correspondence between what students need to learn and what is expected for them. 2 The researchers have been constantly pouring the news ideas and innovations in the pond of medical sciences and converting it into ocean of biological sciences.…”

Section: Introductionmentioning

confidence: 99%

Perception of medical undergraduate students about teaching learning methods and assessment tools used in a medical college in India

Singh

Katyal

Chandra

et al. 2017

Int J Community Med Public Health

View full text Add to dashboard Cite

Background: New teaching-learning methods and assessment tools can be used to enhance the learning among the medical students. But their views are important for the faculty members who are holding the decision making posts.Methods: The duration of teaching session was 2 hours 5 minutes using six teaching-learning methods. Out of total 119 students the perception and level of awareness of 96 students were recorded about the six teaching-learning methods and five assessment tools in the pre and post-tests. Descriptive analysis was done. The students paired “t” and ANOVA were used for statistical analysis and “p” value <0.05 was taken as statistically significant.Results: Vertical integration was strongly agreed upon as the best method and among the three traditional teaching methods the case demonstration was the most liked method of teaching by the students and. Among the interactive teaching methods, the case based learning was the most liked method by the students. Out of total five assessment tools the MCQs was the most liked. Similarly, OSCE and DOPS were considered to be better assessment tools as compared to others (P-value significant being <0.05).Conclusions: Vertical integration will be more helpful in real professional life scenario than in passing the exams which should be incorporated in medical curriculum.

show abstract

Upper Secondary Bruneian Science Students’ Perceptions of Assessment

Cited by 52 publications

References 13 publications

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

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

Classroom Assessment: Teacher Practices, Student Perceptions, and Academic Self-Efficacy Beliefs

Perception of medical undergraduate students about teaching learning methods and assessment tools used in a medical college in India

Contact Info

Product

Resources

About