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ERIC Number: EJ824338
Record Type: Journal
Publication Date: 2002-Mar
Pages: 18
Abstractor: As Provided
Reference Count: 47
ISSN: ISSN-0256-2928
Will that Be on the Test? Perceived Task Demands and Test Performance in a Classroom Context
Broekkamp, Hein; Van den Bergh, Huub; Van Hout-Wolters, Bernadette H. A. M.; Rijlaarsdam, Gert
European Journal of Psychology of Education, v17 n1 p75-92 Mar 2002
Departing from a realistic classroom context, this study focuses on the relationship between students' perception of task demands and their learning performance. History teachers (N=20) and their 11th-grade students (N=375) rated the relative importance of sections of an instructional text on which teachers would be giving a test. In addition, test grades were collected. It was hypothesized that the degree of correspondence between ratings of individual students and those of their teacher would reflect the accurateness of students' perception of task demands and therefore would be positively related with test grade. Multilevel analysis revealed partly support for this hypothesis. Students with higher grades more consistently showed a relative close correspondence with their teacher than students with lower grades. Nonetheless, a substantial number of students who showed a relatively close correspondence with their teacher, obtained a low test grade. This suggests that a more accurate perception of task demands did not guarantee a higher test performance. (Contains 2 tables, 1 figure, and 7 notes.)
Instituto Superior de Psicologia Aplicada. Rua Jardim do Tabaco, 34, Lisboa 1149-041, Portugal. Tel: +351-21-881-1700; Fax: +351-21-886-0954; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 11; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Netherlands