Classroom assessment: Teacher practices, student perceptions, and academic self-efficacy beliefs

Hussain Alkharusi*, Said Aldhafri, Hilal Alnabhani, Muna Alkalbani

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

14 Citations (Scopus)


We examined the effects of teachers’ classroom assessment practices and students’ perceptions of assessment tasks on students’ academic self-efficacy beliefs as 1 dimension of student academic motivation. Participants (N = 1,457) were students sourced from 99 classrooms of public secondary schools in Oman. Results of multilevel analysis showed that student academic self-efficacy beliefs were significantly and positively influenced by students’ perceptions of the assessment tasks. Specifically, congruence with planned learning, authenticity, transparency, and diversity all had significant positive influences on self-efficacy beliefs, as did frequent communication by the teacher about the assessment with students and teachers’ frequent use of nonachievement grading factors. Implications are discussed for classroom practices and research related to classroom assessment.

Original languageEnglish
Pages (from-to)835-856
Number of pages22
JournalSocial Behavior and Personality
Issue number5
Publication statusPublished - 2014


  • Academic self-efficacy
  • Classroom assessment practices
  • Educational assessment
  • Student perceptions

ASJC Scopus subject areas

  • Social Psychology


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