Upper secondary Bruneian science students’ perceptions of assessment

Dhindsa, Harkirat S. and Omar, Khalid and Waldrip, Bruce (2007) Upper secondary Bruneian science students’ perceptions of assessment. International Journal of Science Education, 29 (10). pp. 1261-1280. ISSN 0950-0693


The aims of this study were to evaluate reliability and validity of the Students' Perception of Assessment Questionnaire (SPAQ), to evaluate students' perception on assessment, and to evaluate gender-based, grade-based, and ethnicity-based differences in students' perceptions. The validity and reliability coefficients revealed that the SPAQ was suitable for assessing students' perceptions on five assessment dimensions. The average scale-item mean values for all the scales were less than 3.0, which indicates a need to address these dimensions of assessment at classroom level. The mean value for Student Consultation scale was 1.96 out of 4, indicating a need for special attention in this area. The perceptions of students grouped on the basis of gender and of grade level groups were comparable, but on the basis of ethnic groups were statistically significantly different. Assuming these differences to be real, does it mean that teaching approaches will need to be addressed? Future research in this area is warranted.

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Item Type: Article (Commonwealth Reporting Category C)
Refereed: Yes
Item Status: Live Archive
Additional Information: Awaiting Author's version which may be deposited in accordance with the copyright policy of the Publisher.
Faculty / Department / School: Historic - Faculty of Education
Date Deposited: 16 Oct 2008 05:37
Last Modified: 08 Dec 2011 05:18
Uncontrolled Keywords: perception; science; assessment; secondary; Brunei
Fields of Research : 13 Education > 1303 Specialist Studies in Education > 130313 Teacher Education and Professional Development of Educators
13 Education > 1302 Curriculum and Pedagogy > 130212 Science, Technology and Engineering Curriculum and Pedagogy
13 Education > 1303 Specialist Studies in Education > 130303 Education Assessment and Evaluation
Identification Number or DOI: 10.1080/09500690600991149
URI: http://eprints.usq.edu.au/id/eprint/4527

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