Exploring the Effects of Perceptions of Learning Environments and Assessments on Students’ Test Performance

• In Event: Effects and Affects of the Learning Environment

Abstract

The study examined perceptions of learning environments and assessments in students’ performance on a large-scale standardized test. Hierarchical linear modeling was used to test aspects of the Learning Errors and Formative Feedback model (Leighton, Chu, Seitz, 2013) to determine the variation in students’ performance that was explained by students’ and school principals’ perceptions of learning environments and assessments. Results indicated that students’ but not principals’ perceptions explained a significant amount of the total variation in students’ test performance. These findings provide a rationale for investigating the variables that can help improve students’ perceptions in order to enhance their test performance.

Authors

• Man-Wai Chu, University of Alberta

• Oksana Babenko, University of Alberta

• Ying Cui, University of Alberta

• Jacqueline P. Leighton, University of Alberta