What Does It Mean to You? Student Perceptions of Assessment (Poster 14)

• In Event: AERA Poster Session Sunday 9:50 a.m.
  In Poster Session: Emerging Issues in Classroom Assessment

Abstract

In light of higher education STEM institutional performance gaps it is imperative to understand how under-represented minoritized (URM) student populations in higher education experience and react to the STEM classroom; more specifically the role of assessment and grading. How do URM students make meaning of their grades in STEM classes? Are these perceptions moderated by URM-status? It is hypothesized that URM students may have more damaging perceptions of grades than their non-URM counterparts--a potential explanatory factor in STEM success. A quantitative survey methodology was employed to understand student-meaning make of grades of undergraduate students at a Hispanic-Serving Institution (n=285). Preliminary analyses reveal gender differences on academic self-concept and perceptions of others. Implications for intervention research and classroom practice are discussed.

Author

• Manisha Kaur Chase, California State University - Northridge