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ERIC Number: ED539836
Record Type: Non-Journal
Publication Date: 2013-Jan
Pages: 18
Abstractor: As Provided
Reference Count: 44
ISBN: N/A
ISSN: ISSN-1694-609X
Canonical Correlational Models of Students' Perceptions of Assessment Tasks, Motivational Orientations, and Learning Strategies
Alkharusi, Hussain
Online Submission, International Journal of Instruction v6 n1 p21-38 Jan 2013
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. (Contains 4 tables.)
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 10
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Oman