In this study, it was aimed to determine the predictive power of students’ perceptions of classroom assessment environment for their mathematics anxiety. A correlational model was employed in this study, which was carried out with 410 high school students in the provinces of Diyarbakir in Turkey in the fall of 2014–2015. The Mathematics Anxiety Scale which was developed by Bindak (2005) was employed in the study to measure the students’ math anxiety. Then, in order to determine the students’ perceptions of the classroom assessment environment, the Classroom Assessment Environment Scale, which was developed by Ilhan and Cetin (2014a), was used. The relationships between students’ mathematics anxiety and their perceptions of the classroom assessment environment were investigated via correlation and multiple regression analysis. The results obtained from the correlation analysis demonstrated that learning oriented assessment environment was negatively related to mathematics anxiety. In contrary, performance oriented assessment environment was positively related to mathematics anxiety. As a result of regression analysis, it was determined that students’ perceptions of the classroom assessment environment explain 18% of the total variance on their mathematics anxiety.

- Ahmed, W., Minnaert, A., Kuyper, H., & van der Werf, G. (2013). Reciprocal relationships between math self-concept and math anxiety. Learning and Individual Differences, 22(3), 385-389. http://dx.doi.org/10.1016/j.lindif.2011.12.004
- Alam, H.M.A., & Nadim, D. (2014). Mathematics anxiety in relation to achievement of mathematics among Urdu medium high school students in Hyderabad. Journal of Advanced Studies in Education and Management, 1(1), 42-46. Retrieved from http://www.bcetldh.org/wp-content/uploads/2014/09/journal.pdf
- Alexander, L., & Cobb, R. (1989). Identification of the dimensions and predictors of math anxiety among college students. Journal of Human Behavior and Learning, 4(1), 25-32. Retrieved from http://files.eric.ed.gov/fulltext/ED251320.pdf
- Alkan, V. (2013). Reducing mathematics anxiety: The ways implemented by teachers at primary schools in Turkey. International J. Soc. Sci. & Education, 3(3), 795-807. Retrieved from http://ijsse.com/sites/default/files/issues/2013/v3i3/Paper-25.pdf
- Alkharusi, H. (2008). Effects of classroom assessment practices on students' achievement goals. Educational Assessment, 13(4), 243-266. http://dx.doi.org/10.1080/10627190802602509
- Alkharusi, H. (2010). Teachers’ assessment practices and students’ perceptions of the classroom assessment environment. World Journal on Educational Technology, 2(1), 27-41. Retrieved from http://www.world-education-center.org/index.php/wjet/article/view/160/pdf_8
- Alkharusi, H., Aldhafri, S., Alnabhani, H., & Alkalbani, M. (2014). Modeling the relationship between perceptions of assessment tasks and classroom assessment environment as a function of gender. Asia Pacific Education Researcher, 21(3), 93-104. http://dx.doi.org/10.1007/s40299-013-0090-0
- Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84(3), 261-271. http://dx.doi.org/10.1037/0022-0663.84.3.261
- Ashcraft, M.H., Krause, J.A., & Hopko, D.R. (2007). Is math anxiety a mathematical learning disability? In D.B. Berch & M.M.M. Mazzocco (Eds.), Why is math so hard for some children? (2nd ed., pp. 329-348). Baltimore, MD: Brookes Publishing.
- Ashcraft, M.H., & Moore, A.M. (2009). Mathematics anxiety and the affective drop in performance. Journal of Psychoeducational Assessment, 27(3), 197-205. http://dx.doi.org/10.1177/0734282908330580
- Baek, S., & Choi, H. (2002). Relationship between students perceptions of classroom environment and their academic achievement in Korea. Asian pacific Education Review, 3(1), 125-135. http://dx.doi.org/10.1007/BF03024926
- Banks, S.R. (2012). Classroom assessment: Issues and practices (2nd ed.). Long Grove, IL: Waveland Press Inc.
- Barth, J.M., Dunlap, S.T., Dane, H., Lochmanb, J.E., & Wells, K.C. (2004). Classroom environment influences on aggression, peer relations, and academic focus. Journal of School Psychology, 42(2), 115-133. http://dx.doi.org/10.1016/j.jsp.2003.11.004
- Baymur, F. (1994). General psychology (11th ed.). Istanbul: İnkılâp Publishing.
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- 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(4), 409-425. http://dx.doi.org/10.1207/S15324818AME1204_5
- Brookhart, S.M., Walsh, J.M., & Zientarski, W.A. (2006). The dynamics of motivation and effort for classroom assessment in middle school science and social studies. Applied Measurement in Education, 19(2), 151-184. http://dx.doi.org/10.1207/s15324818ame1902_5
- Buhagiar, M.A. (2007) Classroom assessment within the alternative assessment paradigm: Revisiting the territory. The Curriculum Journal, 18(1), 39-56. http://dx.doi.org/10.1080/09585170701292174
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In this study, it was aimed to determine the predictive power of students’ perceptions of classroom assessment
environment for their mathematics anxiety. A correlational model was employed in this study, which was carried out
with 410 high school students in the provinces of Diyarbakir in Turkey in the fall of 2014–2015. The Mathematics
Anxiety Scale which was developed by Bindak (2005) was employed in the study to measure the students’ math
anxiety. Then, in order to determine the students’ perceptions of the classroom assessment environment, the
Classroom Assessment Environment Scale, which was developed by Ilhan and Cetin (2014a), was used. The
relationships between students’ mathematics anxiety and their perceptions of the classroom assessment environment
were investigated via correlation and multiple regression analysis. The results obtained from the correlation analysis
demonstrated that learning oriented assessment environment was negatively related to mathematics anxiety. In
contrary, performance oriented assessment environment was positively related to mathematics anxiety. As a result of
regression analysis, it was determined that students’ perceptions of the classroom assessment environment explain
18% of the total variance on their mathematics anxiety.

- Ahmed, W., Minnaert, A., Kuyper, H., & van der Werf, G. (2013). Reciprocal relationships between math self-concept and math anxiety. Learning and Individual Differences, 22(3), 385-389. http://dx.doi.org/10.1016/j.lindif.2011.12.004
- Alam, H.M.A., & Nadim, D. (2014). Mathematics anxiety in relation to achievement of mathematics among Urdu medium high school students in Hyderabad. Journal of Advanced Studies in Education and Management, 1(1), 42-46. Retrieved from http://www.bcetldh.org/wp-content/uploads/2014/09/journal.pdf
- Alexander, L., & Cobb, R. (1989). Identification of the dimensions and predictors of math anxiety among college students. Journal of Human Behavior and Learning, 4(1), 25-32. Retrieved from http://files.eric.ed.gov/fulltext/ED251320.pdf
- Alkan, V. (2013). Reducing mathematics anxiety: The ways implemented by teachers at primary schools in Turkey. International J. Soc. Sci. & Education, 3(3), 795-807. Retrieved from http://ijsse.com/sites/default/files/issues/2013/v3i3/Paper-25.pdf
- Alkharusi, H. (2008). Effects of classroom assessment practices on students' achievement goals. Educational Assessment, 13(4), 243-266. http://dx.doi.org/10.1080/10627190802602509
- Alkharusi, H. (2010). Teachers’ assessment practices and students’ perceptions of the classroom assessment environment. World Journal on Educational Technology, 2(1), 27-41. Retrieved from http://www.world-education-center.org/index.php/wjet/article/view/160/pdf_8
- Alkharusi, H., Aldhafri, S., Alnabhani, H., & Alkalbani, M. (2014). Modeling the relationship between perceptions of assessment tasks and classroom assessment environment as a function of gender. Asia Pacific Education Researcher, 21(3), 93-104. http://dx.doi.org/10.1007/s40299-013-0090-0
- Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84(3), 261-271. http://dx.doi.org/10.1037/0022-0663.84.3.261
- Ashcraft, M.H., Krause, J.A., & Hopko, D.R. (2007). Is math anxiety a mathematical learning disability? In D.B. Berch & M.M.M. Mazzocco (Eds.), Why is math so hard for some children? (2nd ed., pp. 329-348). Baltimore, MD: Brookes Publishing.
- Ashcraft, M.H., & Moore, A.M. (2009). Mathematics anxiety and the affective drop in performance. Journal of Psychoeducational Assessment, 27(3), 197-205. http://dx.doi.org/10.1177/0734282908330580
- Baek, S., & Choi, H. (2002). Relationship between students perceptions of classroom environment and their academic achievement in Korea. Asian pacific Education Review, 3(1), 125-135. http://dx.doi.org/10.1007/BF03024926
- Banks, S.R. (2012). Classroom assessment: Issues and practices (2nd ed.). Long Grove, IL: Waveland Press Inc.
- Barth, J.M., Dunlap, S.T., Dane, H., Lochmanb, J.E., & Wells, K.C. (2004). Classroom environment influences on aggression, peer relations, and academic focus. Journal of School Psychology, 42(2), 115-133. http://dx.doi.org/10.1016/j.jsp.2003.11.004
- Baymur, F. (1994). General psychology (11th ed.). Istanbul: İnkılâp Publishing.
- Bindak, R. (2005). Mathematics anxiety scale for primary school students. Science and Engineering Journal of Firat University, 17(2), 442-448. Retrieved from http://www.salihyildiz.net/wp-content/uploads/2013/03/RBindak-MatKayg%C4%B1s%C4%B1.pdf
- 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(4), 409-425. http://dx.doi.org/10.1207/S15324818AME1204_5
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Primary Language | English |
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Subjects | Social |

Journal Section | Articles |

Authors | |

Publication Date | January 9, 2016 |

Published in Issue | Year 2015, Volume 34, Issue 2 |