TY - JOUR
T1 - The impact of students' perceptions of assessment tasks on self-efficacy and perception of task value
T2 - A path analysis
AU - Alkharusi, Hussain
AU - Aldhafri, Said
AU - Alnabhani, Hilal
AU - Alkalbani, Muna
PY - 2013
Y1 - 2013
N2 - Using path analysis, we examined the direct effects of students' perceptions of assessment tasks on self-efficacy, and the indirect effects through the students' perception of task value. Data were collected from 2,137 school students in Oman. Their perceptions in terms of congruence with planned learning, authenticity, student consultation, transparency, and diversity were measured using Alkharusi's (2013) Arabic version of Dorman and Knightley's (2006) Perceptions of Assessment Tasks Inventory. Task value and self-efficacy were measured using items from Pintrich, Smith, Garcia, and Mckeachie's (1993) Motivated Strategies for Learning Questionnaire. Results showed that congruence with planned learning and authenticity had direct effects on self-efficacy. Student consultation and diversity affected self-efficacy indirectly via task value. Transparency had a direct positive effect on self-efficacy. Therefore, students' perceptions of assessment tasks had both direct and indirect effects on their self-efficacy and their perception of task value.
AB - Using path analysis, we examined the direct effects of students' perceptions of assessment tasks on self-efficacy, and the indirect effects through the students' perception of task value. Data were collected from 2,137 school students in Oman. Their perceptions in terms of congruence with planned learning, authenticity, student consultation, transparency, and diversity were measured using Alkharusi's (2013) Arabic version of Dorman and Knightley's (2006) Perceptions of Assessment Tasks Inventory. Task value and self-efficacy were measured using items from Pintrich, Smith, Garcia, and Mckeachie's (1993) Motivated Strategies for Learning Questionnaire. Results showed that congruence with planned learning and authenticity had direct effects on self-efficacy. Student consultation and diversity affected self-efficacy indirectly via task value. Transparency had a direct positive effect on self-efficacy. Therefore, students' perceptions of assessment tasks had both direct and indirect effects on their self-efficacy and their perception of task value.
KW - Assessment tasks
KW - Classroom assessment
KW - Educational assessment
KW - Self-efficacy
KW - Students' perceptions
KW - Task value
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U2 - 10.2224/sbp.2013.41.10.1681
DO - 10.2224/sbp.2013.41.10.1681
M3 - Article
AN - SCOPUS:84889648288
SN - 0301-2212
VL - 41
SP - 1681
EP - 1692
JO - Social Behavior and Personality
JF - Social Behavior and Personality
IS - 10
ER -