Sentence examples for perceptions of assessment from inspiring English sources

The questionnaire used in this study is designed based on Dorman & Knightley's (2006) perceptions of assessment tasks inventory (PATI) (35 items), and Alkharusi's (2011) assessment environment (16 items).

Are there significant differences in students' perceptions of assessment tasks and classroom assessment environment by university, subject major and self-perceived language proficiency?

Are there significant differences in students' perceptions of assessment tasks and classroom assessment environment by university, subject major and self-perceived language proficiency?  .

Based on the results of factor analysis, two separate stepwise regression analyses were conducted to investigate the relationship between students' perceptions of assessment tasks and classroom assessment environment.

This study explores the relationship between students' perceptions of assessment tasks and classroom assessment environment, within the university context of teaching English as a foreign language (EFL) in China.

A questionnaire was designed and administered, based on Dorman & Knightley's (2006) Perceptions of Assessment Tasks Inventory (PATI) and Alkharusi's (2011) scale, in order to measure students' perceptions of the classroom assessment environment.

Within this context, we conducted an empirical study to explore Chinese university students' perception of assessment tasks and their classroom assessment environment.

Bikanga Ada et al. (2017) investigated students' (n = 540) and educators' (n = 70) perception of assessment and feedback, and identified several issues that have also been highlighted in the literature.

Since students are direct participants in the assessment process, their perceptions of the assessment tasks are the foundation of successful formative assessment (Brookhart 2013).

We identified three interacting categories (assessor characteristics, assessors' perceptions of the assessment tasks, and assessment context) and three interrelated developmental themes (perceived challenges, coping strategies, and personal development).

They found statistically significant gender differences concerning the perceptions of the assessment tasks and classroom assessment environment.