Students' Perception of Their Teachers' Assessment Practices and Their Academic Performance in Science

• In Event: Marriott Roundtable Session 24
  In Roundtable Session: Classroom Assessment Across the Content Areas

Abstract

We investigated the association between students’ perception of their teachers’ assessment practices and their Science achievement by firstly developing a scale to measure the construct using theoretical and factor analytic approach. The scale was administered to 498 Year 11 students and their Science achievement was retrieved from their school reports. Factor analysis revealed four dimensions of the construct. Structural equation modelling showed that dimensions related to students’ perception of their teacher assessment practices as motivation and as learning tools have positive association with their Science achievement. In contrast, the dimensions relating to demotivating and measurement tools are negatively associated with their achievement. These findings have important implications for understanding the impact of students’ perception of assessment on their achievement.

Authors

• Dennis Antonio Alonzo, University of New South Wales

• Jae Yup Jung, University of New South Wales

• Velma Sarte Labad, University of Southeastern Philippines

• Juse Lyn Hiponia, University of Southeastern Philippines

• Jean Lumbaning Bejano, University of Southeastern Philippines