Using the Student Perceptions of Assessment Questionnaire (SPAQ) to develop an assessment typology for science classes

Dorman, Jeffrey P. and Waldrip, Bruce G. and Fisher, Darrell L. (2008) Using the Student Perceptions of Assessment Questionnaire (SPAQ) to develop an assessment typology for science classes. Journal of Science Education, 1 (9). pp. 13-17. ISSN 0124-5481


Abstract

This article reports research conducted on students’ perceptions of assessment in science classes in Queensland and Western Australia. A specially developed instrument, the Student Perceptions of Assessment Questionnaire (SPAQ) which assesses Congruence with Planned Learning, Authenticity, Student Consultation, Transparency, and Diversity was used to collect data from 3,055 students. Hierarchical cluster analysis resulted in a four cluster solution being accepted. While one cluster of 799 students held positive perceptions of assessment, another cluster of 640 students held negative views. The SPAQ allows for a greater focus on classroom-based perceptions of assessment rather than crude external accountability measures that decontextualise classroom assessment.


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Item Type: Article (Commonwealth Reporting Category C)
Refereed: Yes
Item Status: Live Archive
Additional Information: Author's version unavailable.
Faculty/School / Institute/Centre: Historic - Faculty of Education (Up to 30 Jun 2013)
Faculty/School / Institute/Centre: Historic - Faculty of Education (Up to 30 Jun 2013)
Date Deposited: 08 Jan 2010 04:04
Last Modified: 05 May 2021 05:18
Uncontrolled Keywords: student perception, assessment, science secondary, SPAQ,
Fields of Research (2008): 13 Education > 1302 Curriculum and Pedagogy > 130212 Science, Technology and Engineering Curriculum and Pedagogy
Fields of Research (2020): 39 EDUCATION > 3901 Curriculum and pedagogy > 390113 Science, technology and engineering curriculum and pedagogy
Socio-Economic Objectives (2008): C Society > 93 Education and Training > 9301 Learner and Learning > 930101 Learner and Learning Achievement
C Society > 93 Education and Training > 9301 Learner and Learning > 930103 Learner Development
URI: http://eprints.usq.edu.au/id/eprint/4522

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