Hussain Ali Alkharusi
Sultan Qaboos University, College of Education, Oman
Students’ perceptions of the assessment tasks can be a basis for optimizing the
classroom assessment environment. In an attempt to quantify students’ perceptions of
assessment, Dorman and Knightley (2006) developed Perceptions of Assessment Tasks
Inventory (PATI). This study sought to provide evidence for the construct validity of the
PATI. A descriptive research design was employed in this study. Using a cluster sampling
process, the participants were 330 Omani students (175 females and 155 males) enrolled
in grade 11 science classes. Three instruments were used in the study concerning
self-efficacy, perceptions of classroom assessment environment, and perceptions of
assessment tasks. Data were analyzed using Confirmatory factor analysis, cluster
analysis, multivariate analysis of variance, one-way analysis of variance, and Pearson
product-moment correlation analysis. Results indicated that a five-factor structure of the
PATI provided a good fit to the observed data. Cluster analyses suggested three clusters
of students who were distinct with regard to their perceptions of the assessment tasks.
Scores of the PATI subscales correlated positively with perceived learning assessment
environment and negatively with perceived performance assessment environment. The
PATI scores had acceptable levels of internal consistency reliability. In conclusion, the
results support the utility of the PATI for research and instructional purposes.
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