scholarly journals Adaptation of the Students' Perceptions of the Science and Technology Course Classroom Assessment Environment Scale into Turkish

2014 ◽  
Vol 39 (176) ◽  
Author(s):  
Serkan BULDUR ◽  
Alev DOĞAN
Keyword(s):  
Classroom Assessment ◽  
Science And Technology ◽  
Environment Scale ◽  
Classroom Assessment Environment ◽  
Assessment Environment ◽  
Technology Course

scholarly journals English language assessment: unfolding school students’ and parents’ views

2021 ◽  
Vol 47 ◽  
Author(s):  
Claudio Díaz Larenas ◽  
Nicolás Acuña Boero ◽  
Barbara Ravanal Rodríguez ◽  
Ignacio Riffo Sánchez
Keyword(s):  
English Language ◽  
Classroom Assessment ◽  
Pearson Correlation ◽  
Language Assessment ◽  
Structured Interview ◽  
Assessment Practices ◽  
School Students ◽  
Classroom Assessment Environment ◽  
Relationship Of ◽  
Assessment Environment

Abstract The current study analyzes Chilean students’ and parents’ perceptions of English language assessment. 352 Chilean 10 th graders were surveyed using the Perceptions of the Assessment Tasks Inventory, the Perceived Classroom Assessment Environment Scale, and the Test Anxiety Scale in order to measure their perceptions of English language assessment. A semi-structured interview was also conducted to capture the perceptions of 74 parents about English and the way their children are assessed in the English subject. The quantitative data was analyzed using the Pearson Correlation Coefficient to measure how strong the relationship of the scores was in the three scales, and qualitative data was categorized using content and frequency analysis. The findings suggest that the subscales of the three surveys hold statistically significant relationships and students feel that a Learning-oriented assessment environment benefits them more than a Performance-oriented one. The former is a kind of environment that favors students’ learning and mastery of subject materials, whereas the latter is a type of environment that aligns with classroom assessment practices that emphasize the importance of grades over learning. The qualitative results also suggest that parents have a positive perception of the English language and believe it is useful for their children’s life even though they themselves might find it difficult to learn the language.

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