Effects of classroom assessment practices on students' achievement goals

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Abstract

This study examined the effects of classroom assessment practices on students' achievement goals. The study included 1,636 ninth grade students and 83 science teachers from Muscat public schools in Oman. Results from hierarchical linear modeling techniques showed that class contextual features and teachers' teaching experiences and assessment practices interacted significantly with students' characteristics in influencing students' achievement goals. Recommendations, implications, and suggestions for practice and future research are discussed.

Original languageEnglish
Pages (from-to)243-266
Number of pages24
JournalEducational Assessment
Volume13
Issue number4
DOIs
Publication statusPublished - Oct 2008

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ASJC Scopus subject areas

  • Education

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