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Canonical Correlational Models of Students’ Perceptions of Assessment Tasks, Motivational Orientations, and Learning Strategies

Year 2013, Volume: 6 Issue: 1, - , 01.12.2012

Hussain Alkharusi

Abstract

The present study aims at deriving correlational models of students' perceptions of assessment tasks, motivational orientations, and learning strategies using canonical analyses. Data were collected from 198 Omani tenth grade students. Results showed that high degrees of authenticity and transparency in assessment were associated with positive students' self-efficacy and task value. Also, high degrees of authenticity, transparency, and diversity in assessment were associated with a strong reliance on deep learning strategies; whereas a high degree of congruence with planned learning and a low degree of authenticity were associated with more reliance on surface learning strategies. Implications for classroom assessment practice and research were discussed

Keywords

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References

  • Ames, C. (1992a). Achievement goals and the classroom motivational climate. In D. H.
  • Schunk & J. Meece (Eds.), Student perceptions in the classroom (pp. 327 – 348). Hillsdale, NJ: Erlbaum. Ames, C. (1992b). Classrooms: Goals, structures, and student motivation. Journal of
  • Educational Psychology, 84, 261 – 271. Ames, C., & Archer, J. (1988). Achievement goals in the classroom: Students’ learning strategies and motivation processes. Journal of Educational Psychology, 80, 260 – 267.
  • Alkharusi, H. (2008). Effects of classroom assessment practices on student's achievement goals. Educational Assessment, 13, 243-266.
  • Alkharusi, H. (2009). Classroom assessment environment, self-efficacy, and mastery goal orientation: A causal model. INTI Journal [Special issue on teaching and learning, 104 – 116.
  • Alkharusi, H. (2010). A multilevel linear model of teachers' assessment practices and students' perceptions of the classroom assessment environment. Procedia Social and Behavioral Sciences, 5, 5-11.
  • Alkharusi, H. (2011). Development and datametric properties of a scale measuring students' perceptions of the classroom assessment environment. International Journal of Instruction, 4, 105-120.
  • Biggs, J. B. (1979). Individual differences in study processes and the quality of learning outcomes. Higher Education, 8, 381-394.
  • Black, P., & Wiliam, D. (1998a). Assessment and classroom learning. Assessment in
  • Education: Principles, Policy & Practice, 5, 1 – 63, Retrieved September 11, 2006, from the Sociological Collection database: http://plinks.ebscohost.com
  • Bong, M. (2001). Between- and within-domain relations of academic motivation among middle and high school students: Self-efficacy, task value, and achievement goals.
  • Journal of Educational Psychology, 93, 23-34. Brookhart, S. M. (1997). A theoretical framework for the role of classroom assessment in motivating student effort and achievement. Applied Measurement in Education, 10, 161 – 180.
  • Brookhart, S. M. (2004). Classroom assessment: Tensions and intersections in theory and practice. Teachers College Record, 106, 429 – 458.
  • Brookhart, S. M., & Bronowicz, D. L. (2003). ‘I don’t like writing. It makes my fingers hurt’: Students talk about their classroom assessment. Assessment in Education:
  • Principles, Policy & Practice, 10, 221 – 242. Brookhart, S. M., & DeVoge, J. G. (1999). Testing a theory about the role of classroom assessment in student motivation and achievement. Applied Measurement in Education, 12, 409 – 425.
  • Brookhart, S. M., & Durkin, D. T. (2003). Classroom assessment, student motivation, and achievement in high school social studies classes. Applied Measurement in Education, 16, 27 – 54.
  • Church, M. A., Elliot, A. J., & Gable, S. L. (2001). Perceptions of classroom environment, achievement goals, and achievement outcomes. Journal of Educational Psychology, 93, 43 – 54.
  • Conderman, G., Hatcher, R. E., & Ikan, P. A. (1998). Why student-led conferences work. Kappa Delta Pi Record, 34, 132-134.
  • Crooks, T. J. (1988). The impact of classroom evaluation practices on students. Review of Educational Research, 58, 438 – 481.
  • Dancer, D., & Kamvounias, P. (2005). Student involvement in assessment: A project designed to assess class participation fairly and reliably. Assessment and Evaluation in Higher Education, 30, 445-454.
  • De Lange, P., & Mavondo, F. (2004). Gender and motivational differences in approaches to learning by a cohort of open learning students. Accounting Education, 13, 431-448.
  • Gijbels, D., Segers, M., & Struyf, E. (2008). Constructivist learning environments and the (im)possibility to change students' perceptions of assessment demands and approaches to learning. Instructional Science, 36, 431-443.
  • Greene, B. A., Miller, R. B., Crowson, H. M., Duke, B. L., & Akey, K. L. (2004).
  • Predicting high school students’ cognitive engagement and achievement: Contributions of classroom perceptions and motivation. Contemporary Educational Psychology, 29, 462 – 482. Gronlund, N. E. (2006). Assessment of Student Achievement (8th ed.). Boston: Pearson.
  • Gulikers, J. T. M., Bastiaens, T. J., Kirschner, P. A., & Kester, L. (2006). Relations between student perceptions of assessment authenticity, study approaches and learning outcome. Studies in Educational Evaluation, 32, 381-400.
  • Hair, J. F., Anderson, R. E., Tatham, R. L., & Grablowsky, B. J. (1979). Multivariate
  • Data Analysis. Tulsa, OK: Petroleum Publishing. Hargreaves, A., Early, L., Schmidt, M. (2002). Perspectives on alternative assessment reform. American Educational Research Journal, 39, 69 – 95.
  • Linnenbrink, E. A., & Pintrich, P. R. (2001). Multiple goals, multiple contexts: The dynamic interplay between personal goals and contextual goal stresses. In S. Volet & S.
  • Jarvela (Eds.), Motivation in learning contexts (pp. 251 – 270). Amsterdam: Pergamon. Linnenbrink, E. A., & Pintrich, P. R. (2002). Motivation as an enabler for academic success. School Psychology Review, 31, 313 – 327.
  • Marachi, R., Gheen, M., & Midgley, C. (2000). Comparisons of Elementary, Middle, and High School Teachers' Beliefs and Approaches to Instruction using a Goal
  • Orientation Framework. Paper presented at the meeting of the American Educational Research Association, New Orleans, LA. McMillan, J. H., & Workman, D. J. (1998). Classroom Assessment and Grading
  • Practices: A Review of the Literature. (ERIC Document Reproduction Service No. ED453263)
  • Mertler, C. A. (2003, October). Preservice Versus Inservice Teachers’ Assessment
  • Literacy: Does Classroom Experience Make a Difference? Paper presented at the meeting of the Mid-Western Educational Research Association, Columbus, OH. Pintrich, P. R., Smith, D. A. F., Garcia, T., Mckeachie, W. (1993). Reliability and predictive validity of the motivated strategies for learning questionnaire (MSLQ).
  • Educational and Psychological Measurement, 53, 801-813. Schaffner, M., Burry-Stock, J. A., Cho, G., Boney, T., & Hamilton, G. (2000). What Do
  • Kids Think When Their Teachers Grade? Paper presented at the meeting of the American Educational Research Association, New Orleans, LA. Schunk, D. H. (1991). Self-efficacy and academic motivation. Educational Psychologist, 26, 207 – 231.
  • Scouller, K. (1998). The influence of assessment methods on students' learning approaches: Multiple choice question examination versus assignment essay. Higher Education, 35, 453-472.
  • Segers, M., & Dochy, F. (2006). Enhancing student learning through assessment:
  • Alignment between levels of assessment and different effects on learning. Studies in Educational Evaluation, 32, 171-179. Segers, M., Nijhuis, J., & Gijselaers, W. (2006). Redesigning a learning and assessment environment: The influence on students' perceptions of assessment demands and their learning strategies. Studies in Educational Evaluation, 32, 223-242.
  • Shepard, L. A. (2000). The role of assessment in a learning culture. Educational Researcher, 29, 4 – 14.
  • Stiggins, R. J. (1999). Assessment, student confidence, and school success. Phi Delta Kappan, 81, 191 – 198.
  • Stiggins, R., & Chappuis, J. (2005). Using student-involved classroom assessment to close achievement gaps. Theory Into Practice, 44, 11 – 18.
  • Struyven, K., Dochy, F., & Janssens, S. (2002). Students' Perceptions About
  • Assessment in Higher Education: A review. Paper presented at the Joint Northumbria/Earli SIS Assessment and Evaluation Conference: Learning communities and assessment cultures, University of Northumbria at Newcastle, Retrieved September 11, 2006, from http://www.leeds.ac.uk/educol/documents/00002255.htm
  • Ullah, R., Richardson, J. T. E., & Hafeez, M. (2011). Approaches to studying and perceptions of the academic environment among university students in Pakistan. Compare, 41, 113-127.
  • Wang, X. (2004). Chinese EFL Students’ Perceptions of Classroom Assessment
  • Environment And Their Goal Orientations in the College English Course. Unpublished master’s thesis, Queen’s University, Kingston, Ontario, Canada. Wehrwein, E. A., Lujan, H. L., & DiCarlo, S. E. (2006). Gender differences in learning style preferences among undergraduate physiology students. Advances in Physiology Education, 31, 153-157.

Canonical Correlational Models of Students’ Perceptions of Assessment Tasks, Motivational Orientations, and Learning Strategies

Year 2013, Volume: 6 Issue: 1, - , 01.12.2012

Hussain Alkharusi

Abstract

-

Keywords

-

References

  • Ames, C. (1992a). Achievement goals and the classroom motivational climate. In D. H.
  • Schunk & J. Meece (Eds.), Student perceptions in the classroom (pp. 327 – 348). Hillsdale, NJ: Erlbaum. Ames, C. (1992b). Classrooms: Goals, structures, and student motivation. Journal of
  • Educational Psychology, 84, 261 – 271. Ames, C., & Archer, J. (1988). Achievement goals in the classroom: Students’ learning strategies and motivation processes. Journal of Educational Psychology, 80, 260 – 267.
  • Alkharusi, H. (2008). Effects of classroom assessment practices on student's achievement goals. Educational Assessment, 13, 243-266.
  • Alkharusi, H. (2009). Classroom assessment environment, self-efficacy, and mastery goal orientation: A causal model. INTI Journal [Special issue on teaching and learning, 104 – 116.
  • Alkharusi, H. (2010). A multilevel linear model of teachers' assessment practices and students' perceptions of the classroom assessment environment. Procedia Social and Behavioral Sciences, 5, 5-11.
  • Alkharusi, H. (2011). Development and datametric properties of a scale measuring students' perceptions of the classroom assessment environment. International Journal of Instruction, 4, 105-120.
  • Biggs, J. B. (1979). Individual differences in study processes and the quality of learning outcomes. Higher Education, 8, 381-394.
  • Black, P., & Wiliam, D. (1998a). Assessment and classroom learning. Assessment in
  • Education: Principles, Policy & Practice, 5, 1 – 63, Retrieved September 11, 2006, from the Sociological Collection database: http://plinks.ebscohost.com
  • Bong, M. (2001). Between- and within-domain relations of academic motivation among middle and high school students: Self-efficacy, task value, and achievement goals.
  • Journal of Educational Psychology, 93, 23-34. Brookhart, S. M. (1997). A theoretical framework for the role of classroom assessment in motivating student effort and achievement. Applied Measurement in Education, 10, 161 – 180.
  • Brookhart, S. M. (2004). Classroom assessment: Tensions and intersections in theory and practice. Teachers College Record, 106, 429 – 458.
  • Brookhart, S. M., & Bronowicz, D. L. (2003). ‘I don’t like writing. It makes my fingers hurt’: Students talk about their classroom assessment. Assessment in Education:
  • Principles, Policy & Practice, 10, 221 – 242. Brookhart, S. M., & DeVoge, J. G. (1999). Testing a theory about the role of classroom assessment in student motivation and achievement. Applied Measurement in Education, 12, 409 – 425.
  • Brookhart, S. M., & Durkin, D. T. (2003). Classroom assessment, student motivation, and achievement in high school social studies classes. Applied Measurement in Education, 16, 27 – 54.
  • Church, M. A., Elliot, A. J., & Gable, S. L. (2001). Perceptions of classroom environment, achievement goals, and achievement outcomes. Journal of Educational Psychology, 93, 43 – 54.
  • Conderman, G., Hatcher, R. E., & Ikan, P. A. (1998). Why student-led conferences work. Kappa Delta Pi Record, 34, 132-134.
  • Crooks, T. J. (1988). The impact of classroom evaluation practices on students. Review of Educational Research, 58, 438 – 481.
  • Dancer, D., & Kamvounias, P. (2005). Student involvement in assessment: A project designed to assess class participation fairly and reliably. Assessment and Evaluation in Higher Education, 30, 445-454.
  • De Lange, P., & Mavondo, F. (2004). Gender and motivational differences in approaches to learning by a cohort of open learning students. Accounting Education, 13, 431-448.
  • Gijbels, D., Segers, M., & Struyf, E. (2008). Constructivist learning environments and the (im)possibility to change students' perceptions of assessment demands and approaches to learning. Instructional Science, 36, 431-443.
  • Greene, B. A., Miller, R. B., Crowson, H. M., Duke, B. L., & Akey, K. L. (2004).
  • Predicting high school students’ cognitive engagement and achievement: Contributions of classroom perceptions and motivation. Contemporary Educational Psychology, 29, 462 – 482. Gronlund, N. E. (2006). Assessment of Student Achievement (8th ed.). Boston: Pearson.
  • Gulikers, J. T. M., Bastiaens, T. J., Kirschner, P. A., & Kester, L. (2006). Relations between student perceptions of assessment authenticity, study approaches and learning outcome. Studies in Educational Evaluation, 32, 381-400.
  • Hair, J. F., Anderson, R. E., Tatham, R. L., & Grablowsky, B. J. (1979). Multivariate
  • Data Analysis. Tulsa, OK: Petroleum Publishing. Hargreaves, A., Early, L., Schmidt, M. (2002). Perspectives on alternative assessment reform. American Educational Research Journal, 39, 69 – 95.
  • Linnenbrink, E. A., & Pintrich, P. R. (2001). Multiple goals, multiple contexts: The dynamic interplay between personal goals and contextual goal stresses. In S. Volet & S.
  • Jarvela (Eds.), Motivation in learning contexts (pp. 251 – 270). Amsterdam: Pergamon. Linnenbrink, E. A., & Pintrich, P. R. (2002). Motivation as an enabler for academic success. School Psychology Review, 31, 313 – 327.
  • Marachi, R., Gheen, M., & Midgley, C. (2000). Comparisons of Elementary, Middle, and High School Teachers' Beliefs and Approaches to Instruction using a Goal
  • Orientation Framework. Paper presented at the meeting of the American Educational Research Association, New Orleans, LA. McMillan, J. H., & Workman, D. J. (1998). Classroom Assessment and Grading
  • Practices: A Review of the Literature. (ERIC Document Reproduction Service No. ED453263)
  • Mertler, C. A. (2003, October). Preservice Versus Inservice Teachers’ Assessment
  • Literacy: Does Classroom Experience Make a Difference? Paper presented at the meeting of the Mid-Western Educational Research Association, Columbus, OH. Pintrich, P. R., Smith, D. A. F., Garcia, T., Mckeachie, W. (1993). Reliability and predictive validity of the motivated strategies for learning questionnaire (MSLQ).
  • Educational and Psychological Measurement, 53, 801-813. Schaffner, M., Burry-Stock, J. A., Cho, G., Boney, T., & Hamilton, G. (2000). What Do
  • Kids Think When Their Teachers Grade? Paper presented at the meeting of the American Educational Research Association, New Orleans, LA. Schunk, D. H. (1991). Self-efficacy and academic motivation. Educational Psychologist, 26, 207 – 231.
  • Scouller, K. (1998). The influence of assessment methods on students' learning approaches: Multiple choice question examination versus assignment essay. Higher Education, 35, 453-472.
  • Segers, M., & Dochy, F. (2006). Enhancing student learning through assessment:
  • Alignment between levels of assessment and different effects on learning. Studies in Educational Evaluation, 32, 171-179. Segers, M., Nijhuis, J., & Gijselaers, W. (2006). Redesigning a learning and assessment environment: The influence on students' perceptions of assessment demands and their learning strategies. Studies in Educational Evaluation, 32, 223-242.
  • Shepard, L. A. (2000). The role of assessment in a learning culture. Educational Researcher, 29, 4 – 14.
  • Stiggins, R. J. (1999). Assessment, student confidence, and school success. Phi Delta Kappan, 81, 191 – 198.
  • Stiggins, R., & Chappuis, J. (2005). Using student-involved classroom assessment to close achievement gaps. Theory Into Practice, 44, 11 – 18.
  • Struyven, K., Dochy, F., & Janssens, S. (2002). Students' Perceptions About
  • Assessment in Higher Education: A review. Paper presented at the Joint Northumbria/Earli SIS Assessment and Evaluation Conference: Learning communities and assessment cultures, University of Northumbria at Newcastle, Retrieved September 11, 2006, from http://www.leeds.ac.uk/educol/documents/00002255.htm
  • Ullah, R., Richardson, J. T. E., & Hafeez, M. (2011). Approaches to studying and perceptions of the academic environment among university students in Pakistan. Compare, 41, 113-127.
  • Wang, X. (2004). Chinese EFL Students’ Perceptions of Classroom Assessment
  • Environment And Their Goal Orientations in the College English Course. Unpublished master’s thesis, Queen’s University, Kingston, Ontario, Canada. Wehrwein, E. A., Lujan, H. L., & DiCarlo, S. E. (2006). Gender differences in learning style preferences among undergraduate physiology students. Advances in Physiology Education, 31, 153-157.
There are 47 citations in total.

Details

Primary Language Turkish
Journal Section Articles
Authors

Hussain Alkharusi This is me

Publication Date December 1, 2012
Published in Issue Year 2013 Volume: 6 Issue: 1

Cite

APA Alkharusi, H. (2012). Canonical Correlational Models of Students’ Perceptions of Assessment Tasks, Motivational Orientations, and Learning Strategies. International Journal of Instruction, 6(1).
AMA Alkharusi H. Canonical Correlational Models of Students’ Perceptions of Assessment Tasks, Motivational Orientations, and Learning Strategies. International Journal of Instruction. December 2012;6(1).
Chicago Alkharusi, Hussain. “Canonical Correlational Models of Students’ Perceptions of Assessment Tasks, Motivational Orientations, and Learning Strategies”. International Journal of Instruction 6, no. 1 (December 2012).
EndNote Alkharusi H (December 1, 2012) Canonical Correlational Models of Students’ Perceptions of Assessment Tasks, Motivational Orientations, and Learning Strategies. International Journal of Instruction 6 1
IEEE H. Alkharusi, “Canonical Correlational Models of Students’ Perceptions of Assessment Tasks, Motivational Orientations, and Learning Strategies”, International Journal of Instruction, vol. 6, no. 1, 2012.
ISNAD Alkharusi, Hussain. “Canonical Correlational Models of Students’ Perceptions of Assessment Tasks, Motivational Orientations, and Learning Strategies”. International Journal of Instruction 6/1 (December 2012).
JAMA Alkharusi H. Canonical Correlational Models of Students’ Perceptions of Assessment Tasks, Motivational Orientations, and Learning Strategies. International Journal of Instruction. 2012;6.
MLA Alkharusi, Hussain. “Canonical Correlational Models of Students’ Perceptions of Assessment Tasks, Motivational Orientations, and Learning Strategies”. International Journal of Instruction, vol. 6, no. 1, 2012.
Vancouver Alkharusi H. Canonical Correlational Models of Students’ Perceptions of Assessment Tasks, Motivational Orientations, and Learning Strategies. International Journal of Instruction. 2012;6(1).