Students Perceptions of Literacy Assessment

@article{citeulike:3036105, abstract = {Students\&\#039; perceptions of literacy assessment processes and practices were investigated in two year long case studies undertaken in two English classrooms in two state high schools in Queensland, Australia. A range of qualitative data techniques was used to collect information related to students\&\#039; previous experiences of assessment in primary school, students\&\#039; responses to the first and last literacy assessment task of the school year, and their perceptions of assessment at the end of the year. The study showed that students\&\#039; attitudes, beliefs, practices and understandings about assessment varied both within and across student groups and differences in students\&\#039; accounts were evident both at the start and end of the school year. The findings highlight the role that students play in actively constructing knowledge about literacy assessment through their prior and current experiences with assessment tasks, and in their interactions with each other.}, author = {Moni, K. B. and van Kraayenoord, C. E. and Baker, C. D. }, citeulike-article-id = {3036105}, issn = {0969-594X}, journal = {Assessment in Education: Principles, Policy and Practice}, keywords = {assessment, student\_attitude}, month = {November}, pages = {319--342}, posted-at = {2008-07-23 08:24:02}, priority = {2}, publisher = {Routledge, part of the Taylor \& Francis Group}, title = {Students Perceptions of Literacy Assessment}, url = {http://www.ingentaconnect.com/content/routledg/caie/2002/00000009/00000003/art00003}, year = {2002} }

TY - JOUR ID - citeulike:3036105 L3 - citeulike-article-id:3036105 TI - Students Perceptions of Literacy Assessment JF - Assessment in Education: Principles, Policy and Practice SP - 319 EP - 342 PB - Routledge, part of the Taylor & Francis Group SN - 0969-594X N2 - Students' perceptions of literacy assessment processes and practices were investigated in two year long case studies undertaken in two English classrooms in two state high schools in Queensland, Australia. A range of qualitative data techniques was used to collect information related to students' previous experiences of assessment in primary school, students' responses to the first and last literacy assessment task of the school year, and their perceptions of assessment at the end of the year. The study showed that students' attitudes, beliefs, practices and understandings about assessment varied both within and across student groups and differences in students' accounts were evident both at the start and end of the school year. The findings highlight the role that students play in actively constructing knowledge about literacy assessment through their prior and current experiences with assessment tasks, and in their interactions with each other. KW - assessment KW - student_attitude AU - Moni, KB AU - van Kraayenoord, CE AU - Baker, CD PY - 2002/11// UR - http://www.ingentaconnect.com/content/routledg/caie/2002/00000009/00000003/art00003 ER -