Effects of Classroom Assessment Practices on Students' Achievement Goals

Hussain Alkharusi

67 citations0/0 files storedEducational Assessment

No readable copy stored yet — this record is metadata only.

No open-access location is known for this record yet.

Literature note Cite in a project Citation map

Student Assessment and Feedback Education, Achievement, and Giftedness Educational Assessment and Pedagogy

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.

Paper brief

Loading…

Cite this work

Citation unavailable for this work.

BibTeX RIS CSL-JSON

No public copy is stored for this record, so only the metadata is cited.

Citations in this library

Citation map →

Stored only when both papers are in the corpus — 67 citations exist upstream.

References

1999Self-Efficacy: The Exercise of Control 1985Social Foundations of Thought and Action : A Social Cognitive Theory 1990Foundations of social theory 1991Foundations of Social Theory 1986Motivational processes affecting learning.1992Classrooms: Goals, structures, and student motivation.1986Introduction to Classical and Modern Test Theory 1984Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance.

Explore the map →

Papers that cite the same references — the relational fallback while embeddings are still backfilling.

Imported from OpenAlex (CC0) — nothing here is generated.