The Role of Goal Orientations in Students' Perceptions of Classroom Assessment in Higher Education

Autor/inn/en	Kaur, Amrita; Noman, Mohammad; Awang-Hashim, Rosna
Titel	The Role of Goal Orientations in Students' Perceptions of Classroom Assessment in Higher Education
Quelle	In: Assessment & Evaluation in Higher Education, 43 (2018) 3, S.461-472 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Noman, Mohammad)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
DOI	10.1080/02602938.2017.1359818
Schlagwörter	Goal Orientation; Student Attitudes; Higher Education; Foreign Countries; Semi Structured Interviews; Qualitative Research; Surveys; Classroom Techniques; Likert Scales; Reflection; Malaysia; Patterns of Adaptive Learning Survey + Suchen Sie Ihr Suchwort? Zielorientierung; Zielvorstellung; Schülerverhalten; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland; Qualitative Forschung; Survey; Umfrage; Befragung; Klassenführung; Likert-Skala
Abstract	Students' perception of assessment methods plays a significant role in determining their effort towards learning and their assessment tasks. Similar to the role of goal orientation in predicting students' classroom learning, this study aims to examine how students' goal orientations influence their perception of classroom assessments. Using a qualitative research design, the data was collected from 41 students enrolled in master's degree programme at a public university in northern Malaysia, using reflection notes and semi-structured interviews. Data was analysed using a typological approach to inductively develop the categories. The findings demonstrated that perception of mastery goal oriented students considerably contrasted with those with performance goal orientation. The distinctions in perception is discussed under four categories: assessment as a process or product, preferences for modes, reasons for effort and feeling and emotions. The implications of the findings are discussed for higher education practitioners. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01