Development and Validation of the Student Perceptions of Assessment Student Self-Report Survey

• In Event: Considering Classroom Assessment in K–12 Math and Science Classes: Four Perspectives

Abstract

The purpose of this research was to develop and validate a self-report measure of secondary (grades 7-12) students’ perceptions toward science classroom assessment tasks. The theoretical rationale and conceptual framework were derived from three sources: 1) existing theories of learning and assessment (formative assessment, feedback, self-regulation); 2) existing measures of student perceptions of assessment; and 3) Next Generation science assessment recommendations. Expert review, teacher focus groups, and a pilot test with four classes of secondary students resulted in a 29-item survey covering five components – alignment, relevance, fairness, challenge, and feedback – with alpha reliabilities between .78 and .87. The resulting survey represents a unique contribution to the study of the impact of classroom assessments on students.

Authors

• james H. mcmillan, Virginia Commonwealth University

• Lauren Cabrera, Virginia Commonwealth University

• Erica Ross, Virginia Commonwealth University

• Michael Broda, Virginia Commonwealth University

• Stephanie Mills Moore, EducateVA