Canonical correlational models of students' perceptions of assessment tasks, motivational orientations, and learning strategies

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Abstract

The present study aims at deriving correlational models of students' perceptions of assessment tasks, motivational orientations, and learning strategies using canonical analyses. Data were collected from 198 Omani tenth grade students. Results showed that high degrees of authenticity and transparency in assessment were associated with positive students' self-efficacy and task value. Also, high degrees of authenticity, transparency, and diversity in assessment were associated with a strong reliance on deep learning strategies; whereas a high degree of congruence with planned learning and a low degree of authenticity were associated with more reliance on surface learning strategies. Implications for classroom assessment practice and research were discussed.

Original languageEnglish
Pages (from-to)21-38
Number of pages18
JournalInternational Journal of Instruction
Volume6
Issue number1
Publication statusPublished - 2013

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Keywords

  • Assessmenttasks
  • Canonical analysis
  • Classroom assessment
  • Learning strategies
  • Motivation

ASJC Scopus subject areas

  • Education

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