Initial use of the Perceptions of Assessment Tasks Inventory (PATI) in English secondary schools

As in most aspects of school life, students hold clear views on how they are assessed. Do assessments tasks connect with the learning activities of the classroom? Do the tasks relate to real-life situations? Despite these types of questions, few studies have ascertained systematically students'...

Full description

Saved in:
Bibliographic Details
Published inAlberta journal of educational research Vol. 52; no. 3; pp. 196 - 199
Main Authors Dorman, Jeffrey P., Knightley, Wendy M.
Format Journal Article
LanguageEnglish
Published Edmonton University of Alberta, Faculty of Education 01.10.2006
Subjects
Academic Achievement
Classrooms
Cluster Grouping
Educational activities
Educational Change
Educational evaluation
English language
Evaluation
Evaluation methods
Formative Evaluation
Grade 10
Grade 9
High School Students
Homogeneous Grouping
Learning Activities
Measures (Individuals)
Multivariate Analysis
Opacity
Perceptions
Perceptions of Assessment Tasks Inventory (PATI)
Quality of education
Research Design
Secondary education
Secondary School Science
Secondary school students
Secondary schools
Standardized Tests
Statistical analysis
Student assessment
Student attitudes
Student perceptions
Teaching Methods
England
Netherlands
United Kingdom > UK
Australia
Online AccessGet full text

Cover

More Information
Summary:As in most aspects of school life, students hold clear views on how they are assessed. Do assessments tasks connect with the learning activities of the classroom? Do the tasks relate to real-life situations? Despite these types of questions, few studies have ascertained systematically students' perceptions of assessment tasks. This article reports the results of a preliminary English study of students' perceptions of assessment tasks. In particular, this article introduces the Perceptions of Assessment Tasks Inventory (PATI) and uses data collected with it to group and describe students who hold similar views on assessment tasks. [Author abstract, ed]
Bibliography:Refereed article. Includes bibliographical references.
Alberta Journal of Educational Research; v.52 n.3 p.196-199; Fall 2006
ISSN:0002-4805
1923-1857
DOI:10.55016/ojs/ajer.v52i3.55156