Students’ Perceived Classroom Assessment Environment and Some of Its Cognitive and Emotional Correlates. Results for Three Different School Stages
The purpose of the present study is to analyze the perceived classroom assessment environment in relation to some student’s learning self-efficacy, depressive symptoms and fear of negative evaluation. The theoretical frame of S.M. Brookhart (1997) indicate that the classroom assessment environment refers to the student’s perception, as a subjective reality resulting from the interaction between teacher’s practices and community and individual learning experiences.
Following the Alkarushi (2007) methodology, we evaluated two types of perceived classrooms assessment environment, namely learning-oriented and public-oriented assessment environment, for two particular subjects (Romanian Language and Mathematics) and in three school stages (4, 8 and 12). Learning self-efficacy, depressive symptoms and fear of negative evaluation were measured with self-report scales.
The results show that the classroom assessment environment tends to be perceived in a similar way, with positive correlation between Romanian Language and Mathematic on the values for the perceived assessment environment of each type, learning and respectively public.
As expected, the correlation between the two types of classroom assessment environment is significant and negative at every school subject. Overall, the perceived learning oriented assessment correlated positively and significantly with learning self-efficacy, while public oriented assessment does not correlates. Perception of a learning centered assessment environment is negatively associated with depressive symptoms of the students in stages 4 and 8. In the stage 4, significant and positive correlations were found between depressive symptoms and public oriented assessment environment both for the Romanian language and Mathematic.
perceived classroom assessment environment, student self-efficacy, depression symptoms, fear of negative evaluation
GEORGETA DIAC – “Alexandru Ioan Cuza” University of Iaşi, Romania, Faculty of Psychology and Educational Sciences, E-mail: firstname.lastname@example.org
DANIELA MUNTELE HENDREŞ – “Alexandru Ioan Cuza” University of Iaşi, Romania, Faculty of Psychology and Educational Sciences, E-mail: email@example.com
VERSAVIA CURELARU – “Alexandru Ioan Cuza” University of Iaşi, Romania, Faculty of Psychology and Educational Sciences, E-mail: firstname.lastname@example.org