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ERIC Number: EJ1140797
Record Type: Journal
Publication Date: 2015
Pages: 13
Abstractor: As Provided
ISSN: EISSN-1305-905X
Perceptions of Classroom Assessment Tasks: An Interplay of Gender, Subject Area, and Grade Level
Alkharusi, Hussain Ali; Al-Hosni, Salim
Cypriot Journal of Educational Sciences, v10 n3 p205-217 2015
This study investigates students' perceptions of classroom assessment tasks as a function of gender, subject area, and grade level. Data from 2753 students on Dorman and Knightley's (2006) Perceptions of Assessment Tasks Inventory (PATI) were analyzed in a MANOVA design. Results showed that students tended to hold positive perceptions of their classroom assessment tasks in terms of congruence with planned learning, authenticity, student consultation, transparency, and diversity. There were statistically significant 3-way interaction effects for gender, subject area, and grade level on congruence with planned learning and transparency. Also, there were statistically significant 2-way interaction effects for gender and grade level on authenticity and student consultation. Further, there were statistically significant 2-way interaction effects for gender and subject area on student consultation and diversity. The implications of the results for classroom assessment as well as recommendations for future research were discussed.
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 11; Secondary Education; High Schools; Grade 10
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Oman
Grant or Contract Numbers: N/A