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Staff perceptions of the assessment-case planning process. .
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They found statistically significant gender differences concerning the perceptions of the assessment tasks and classroom assessment environment.
Since students are direct participants in the assessment process, their perceptions of the assessment tasks are the foundation of successful formative assessment (Brookhart 2013).
The key focus in the literature was on perceptions, including students' perceptions of the assessment environment (Quick, 2014) and methods to control cheating (Escudier et al., 2014).
Students' perception of the assessment environment as being learning-oriented positively predicted their adoption of mastery goals, whereas perceptions of the assessment environment as being test-oriented or praise-oriented positively predicted their adoption of performance goals.
Among the limited existing empirical studies, Alkharusi et al. (2014a) examined the inter-correlations between students' perceptions of the assessment tasks and the classroom assessment environment.
Students' perceptions of the classroom assessment tasks were used as independent variables (predictors) and their perceptions of the classroom assessment environment were treated as dependent variables.
The Appropriate Assessment Scale (AAS) contains 3 statements that attempt to measure the students' perceptions of the course assessments.
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.
Students' perceptions of the 35 items on assessment tasks and the 16 items on classroom assessment environment were put into descriptive analysis.
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.
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