Effects of Classroom Assessment Practices on Students' Achievement Goals

被引：26
|
作者：
Alkharusi, Hussain [1 ]
机构：
[1] Sultan Qaboos Univ, POB 32, Al Khoud 123, Oman
来源：
EDUCATIONAL ASSESSMENT | 2008年 / 13卷 / 04期
关键词：
D O I：
10.1080/10627190802602509
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
This study examined the effects of classroom assessment practices on students' achievement goals. The study included 1,636 ninth grade students and 83 science teachers from Muscat public schools in Oman. Results from hierarchical linear modeling techniques showed that class contextual features and teachers' teaching experiences and assessment practices interacted significantly with students' characteristics in influencing students' achievement goals. Recommendations, implications, and suggestions for practice and future research are discussed.
引用
收藏
页码：243 / 266
页数：24
相关论文
共 50 条
  • [1] Effects of classroom goal structures and personal achievement goals on academic achievement in Japanese students
    Nakaya, M.
    Umemoto, T.
    Wakita, T.
    16TH EUROPEAN CONFERENCE ON DEVELOPMENTAL PSYCHOLOGY, 2014, : 167 - 169
  • [2] STUDENTS' MOTIVATION AND ACHIEVEMENT AND TEACHERS' PRACTICES IN THE CLASSROOM
    Pantziara, Marilena
    Philippou, George
    PME 31: PROCEEDINGS OF THE 31ST CONFERENCE OF THE INTERNATIONAL GROUP FOR THE PSYCHOLOGY OF MATHEMATICS EDUCATION, VOL 4, 2007, : 57 - 64
  • [3] Teachers' mindset meaning system: achievement goals, beliefs and classroom practices
    Lueftenegger, Marko
    Muth, Joy
    SOCIAL PSYCHOLOGY OF EDUCATION, 2024, 27 (06) : 2923 - 2942
  • [4] ACHIEVEMENT GOALS IN THE CLASSROOM - STUDENTS LEARNING-STRATEGIES AND MOTIVATION PROCESSES
    AMES, C
    ARCHER, J
    JOURNAL OF EDUCATIONAL PSYCHOLOGY, 1988, 80 (03) : 260 - 267
  • [5] From teachers' personal achievement goals to students' perceptions of classroom goal structures: Via student-oriented goals and specific instructional practices
    Daumiller, Martin
    Fasching, Michaela S.
    Steuer, Gabriele
    Dresel, Markus
    Dickhaeuser, Oliver
    TEACHING AND TEACHER EDUCATION, 2022, 111
  • [6] The power of anticipated feedback: Effects on students' achievement goals and achievement emotions
    Pekrun, Reinhard
    Cusack, Aisling
    Murayama, Kou
    Elliot, Andrew J.
    Thomas, Kevin
    LEARNING AND INSTRUCTION, 2014, 29 : 115 - 124
  • [7] Perceptions of classroom environment, achievement goals, and achievement outcomes
    Church, MA
    Elliot, AJ
    Gable, SL
    JOURNAL OF EDUCATIONAL PSYCHOLOGY, 2001, 93 (01) : 43 - 54
  • [8] Teacher goals and students' perceptions of instructional practices and classroom goal structures
    Dresel, Markus
    Fasching, Michaela
    Nitsche, Sebastian
    Steuer, Gabriele
    Dickhaeuser, Oliver
    INTERNATIONAL JOURNAL OF PSYCHOLOGY, 2012, 47 : 297 - 297
  • [9] Examining Hong Kong students' achievement goals and their relations with students' perceived classroom environment and strategy use
    Lau, Kit-Ling
    Lee, John
    EDUCATIONAL PSYCHOLOGY, 2008, 28 (04) : 357 - 372
  • [10] Achievement motives, cognitive and social competence, and achievement goals in the classroom
    Tanaka, A
    Okuno, T
    Yamauchi, H
    PERCEPTUAL AND MOTOR SKILLS, 2002, 95 (02) : 445 - 458
12345