The role of goal orientations in students’ perceptions of classroom assessment in higher education

Assessment and Evaluation in Higher Education

Volumn 43, Issue 3, 2018, Pages 461-472

  Kaur, Amrita ^a   Noman, Mohammad ^a   Awang Hashim, Rosna ^a  

^a UNIVERSITI UTARA MALAYSIA   (Malaysia)

Author keywords

Assessment; Goal orientation; Higher education; Typological approach

Indexed keywords

EID: 85026530490     PISSN: 02602938     EISSN: 1469297X     Source Type: Journal    
DOI: 10.1080/02602938.2017.1359818     Document Type: Article

References (53)

1. Ames, C. 1992. “Classrooms: Goals, Structures, and Student Motivation.” Journal of Educational Psychology 84: 261-271.
2. Ames, C., and J. Archer. 1988. “Achievement Goals in the Classroom: Students’ Learning Strategies and Motivation Processes.” Journal of Educational Psychology 80: 260-267.
3. Anderman, E., and M. L. Maehr. 1994. “Motivation and Schooling in the Middle Grades.” Review of Educational Research 64: 287-309.
4. Anderman, E., and H. Patrick. 2012. “Achievement Goal Theory, Conceptualization of Ability Intelligence, and Classroom Climate.” In Handbook of Research on Student Engagement, edited by S. Christenson, A. Reschly, and C. Wylie, 173-191. New York: Springer.
5. Association of American Colleges and Universities. 2016. Higher Education Learning Outcomes Assessment Movement Moves Away from Standardized Tests, according to New National Survey. Association of American Colleges and Universities. Accessed May 6, 2017. https://www.aacu.org/press/press-releases/higher-education-learning-outcomes-assessment-movement-moves-away-standardized.
6. Ayres, L., and K. A. Knafl. 2012. “The Sage Encyclopedia of Social Science Research Methods.” In Typological Analysis, edited by Lisa M. Given, 901-902. Thousand Oaks, CA: Sage.
7. Barnett, R. 2007. “Assessment in Higher Education: An Impossible Mission?” In Rethinking Assessment in Higher Education, edited by D. Boud and C. Falchikov, 29-40. London: Routledge.
8. Barron, K. E., and J. M. Harackiewicz. 2001. “Achievement Goals and Optimal Motivation: Testing Multiple Goal Models.” Journal of Personality and Social Psychology 80 (5): 706-722. 10.1037/0022-3514.80.5.706
9. BBC. 2013. Massive Open Online Courses-Threat or Opportunity?, July. Accessed May 6, 2017. https://www.bbc.com/news/education-23069542.
10. Birenbaum, M. 1997. “Assessment Preferences and Their Relationship to Learning Strategies and Orientations.” Higher Education 33: 71-84. 10.1023/A:1002985613176
11. Birenbaum, M., and R. A. Feldman. 1998. “Relationships between Learning Patterns and Attitudes towards Two Assessment Formats.” Educational Research 40 (1): 90-98. 10.1080/0013188980400109
12. Brown, P. C., L. R. Henry, and A. M. Mark. 2014. Make It Stick. Cambridge, MA: Belknap Press. 10.4159/9780674419377
13. Button, S. B., J. E. Mathieu, and D. M. Zajac. 1996. “Goal Orientation in Organizational Research: A Conceptual and Empirical Foundation.” Organizational Behavior and Human Decision Processes 67 (1): 26-48. 10.1006/obhd.1996.0063
14. Carey, B. 2014. How We Learn: The Surprising Truth about When, Where, and Why It Happens. New York: Random House.
15. Cartney, P. 2010. “Exploring the Use of Peer Assessment as a Vehicle for Closing the Gap between Feedback given and Feedback Used.” Assessment & Evaluation in Higher Education 35 (5): 551-564. 10.1080/02602931003632381
16. Church, M. A., A. J. Elliot, and S. L. Gable. 2001. “Perceptions of Classroom Environment, Achievement Goals, and Achievement Outcomes.” Journal of Educational Psychology 93: 43-54. 10.1037/0022-0663.93.1.43
17. Constas, M. A. 1992. “Qualitative Analysis as a Public Event: The Documentation of Category Development Procedures.” American Educational Research Journal 29: 253-266. 10.3102/00028312029002253
18. Dansereau, D. F. 1985. “Learning Strategy Research.” In Thinking and Learning Skills: Relating Instruction to Basic Research, edited by J. Segal, S. Chipman, and R. Glaser, 209-240. Hillsdale, NJ: Erlbaum.
19. Dweck, C. S. 1986. “Motivational Processes Affecting Learning.” American Psychologist 41: 1040-1048. 10.1037/0003-066X.41. 10.1040
20. Dweck, C. S., and E. L. Leggett. 1988. “A Social-cognitive Approach to Motivation and Personality.” Psychological Review 95: 256-273. 10.1037/0033-295X.95.2.256
21. Elliot, A. J., and J. M. Harackiewicz. 1996. “Approach and Avoidance Achievement Goals and Intrinsic Motivation: A Mediational Analysis.” Journal of Personality and Social Psychology 70: 461-475. 10.1037/0022-3514.70.3.461
22. Gibbs, G. 1999. “Using Assessment Strategically to Change the Way Students Learn.” In Assessment Matters in Higher Education: Choosing and Using Diversity Approaches, edited by S.Brown and A. Glasner, 41-53. Buckingham: Open University Press.
23. Griffin, R. W. 2005. Management. 7th ed. Boston, MA: Houghton Mifflin.
24. Harackiewicz, J. M., K. E. Barron, and A. J. Elliot. 1998. “Rethinking Achievement Goals: When are they Adaptive for College Students and Why?” Educational Psychologist 33 (1): 1-21. 10.1207/s15326985ep3301_1
25. Harackiewicz, J. M., K. E. Barron, P. R. Pintrich, A. J. Elliot, and T. Thrash. 2002. “Revision of Achievement Goal Theory: Necessary and Illuminating.” Journal of Educational Psychology 94: 638-645. 10.1037/0022-0663.94.3.638
26. Jang, E. E., M. Dunlop, G. Park, and E. H. van der Boom. 2015. “How Do Young Students with Different Profiles of Reading Skill Mastery, Perceived Ability, and Goal Orientation Respond to Holistic Diagnostic Feedback?” Language Testing 32 (3): 359-383. 10.1177/0265532215570924
27. Kaur, A., M. Noman, and H. Nordin. 2016. “Inclusive Assessment for Linguistically Diverse Learners in Higher Education.” Assessment & Evaluation in Higher Education 42 (5): 756-771.
28. Kember, D. 2010. “Beliefs about Knowledge and the Process of Teaching and Learning as a Factor in Adjusting to Study in Higher Education.” Studies in Higher Education 26 (2): 205-221.
29. Liem, A. D., S. Lau, and Y. Nie. 2008. “The Role of Self-efficacy, Task Value, and Achievement Goals in Predicting Learning Strategies, Task Disengagement, Peer Relationship, and Achievement Outcome.” Contemporary Educational Psychology 33: 486-512. 10.1016/j.cedpsych.2007.08.001
30. Lincoln, Y., and E. Guba. 1985. Naturalistic Inquiry. Beverly Hills, CA: Sage.
31. Martin, A. J., H. W. Marsh, A. Williamson, and R. L. Debus. 2003. “Self-handicapping, Defensive Pessimism, and Goal Orientation: A Qualitative Study of University Students.” Journal of Educational Psychology 95: 617-628. 10.1037/0022-0663.95.3.617
32. Martin, A. J., H. W. Marsh, A. Williamson, R. L. Debus, and L. E. Malmberg. 2008. “Performance and Mastery Orientation of High School and University/College Students.” Educational and Psychological Measurement 68 (3): 464-487. 10.1177/0013164407308478
33. McCollum, D. L. 2004. “Development of Integrated Taxonomy of Social Goals.” Doctoral diss., Penn State, Dissertation Abstracts International 65 (9-A): 3279.
34. Meece, J. L., P. C. Blumenfeld, and R. H. Hoyle. 1988. “Students’ Goal Orientations and Cognitive Engagement in Classroom Activities.” Journal of Educational Psychology 80: 514-523. 10.1037/0022-0663.80.4.514
35. Meece, J. L., and K. Holt. 1993. “A, Pattern Analysis of Students’ Achievement Goals.” Journal of Educational Psychology 85: 582-590. 10.1037/0022-0663.85.4.582
36. Middleton, M., and C. Midgley. 1997. “Avoiding the Demonstration of Lack of Ability: An Underexplored Aspect of Goal Theory.” Journal of Educational Psychology 89: 710-718. 10.1037/0022-0663.89.4.710
37. Midgley, C., A. Kaplan, M. Middleton, T. Urdan, M. L. Maehr, L. Hicks, E. Anderman, and R. W. Roeser. 1998. “The Development and Validation of Scales Assessing Students’ Achievement Goal Orientations.” Contemporary Educational Psychology 23: 113-131. 10.1006/ceps.1998.0965
38. Murphy, K. P., and P. Alexander. 2000. “A Motivated Exploration of Motivation Terminology.” Contemporary Educational Psychology 25: 3-53. 10.1006/ceps.1999.1019
39. Okun, M. A., C. Fairholme, P. Karoly, L. S. Ruehlman, and C. Newton. 2006. “Academic Goals, Goal Process Cognition, and Exam Performance among College Students.” Learning and Individual Differences 16: 255-265. 10.1016/j.lindif.2006.04.001
40. Pintrich, P. R., and D. H. Schunk. 2002. Motivation in Education: Theory, Research, and Applications. 2nd ed. Upper Saddle River, NJ: Merrill.
41. Richardson, J. T. E. 2006. “Mature Students in Higher Education: I. A Literature Survey on Approaches to Studying.” Studies in Higher Education 19 (3): 309-325.
42. Schunk, D. H. 1996. “Goal and Self-evaluative Influences during Children’s Cognitive Skill Learning.” American Educational Research Journal 33: 359-382. 10.3102/00028312033002359
43. Shim, S. S., and A. M. Ryan. 2012. “What Do Students Want Socially When They Arrive at College? Implications of Social Achievement Goals for Social Behaviors and Adjustment during the First Semester of College.” Motivation and Emotion 36: 504-515. 10.1007/s11031-011-9272-3
44. Spiller, D. 2015. Principles of Assessment for Learning. Teaching Development Unit. University of Waikato. Accessed January 9, 2017. www.waikato.ac.nz/tdu/pdf/Booklets/2015/AssessmentPrinciples.pdf.
45. Struyven, K., F. Dochy, and S. Janssens. 2005. “Students’ Perceptions about Evaluation and Assessment in Higher Education: A Review1.” Assessment & Evaluation in Higher Education 30 (4): 325-341.
46. Toles, J. L. 2009. “The Virtual Classroom: An Enhancement or Replacement to Traditional Education?”. Undergraduate Research Awards. Paper 3. Accessed May 6, 2017. https://scholarworks.gsu.edu/univ_lib_ura/3.
47. Traub, R. E., and K. MacRury. 1990. “Multiple-choice vs. Free-response in the Testing of Scholastic Achievement.” In Tests und trends 8: Jahrbuch der padagogischen diagnostik, edited by K. Ingenkamp and R. S. Jäger, 128-159. Weinheim: Beltz Verlag.
48. Trigwell, K., R. A. Ellis, and F. Han. 2012. ‘Relations between Students’ Approaches to Learning, Experienced Emotions and Outcomes of Learning. Studies in Higher Education 37 (7): 811-824.
49. Urdan, T., C. Midgley, and E. Anderman. 1998. “The Role of Classroom Goal Structure in Students’ Use of Self-handicapping Strategies.” American Educational Research Journal 35: 101-122.
50. VandeWalle, D. 1997. “Development and Validation of a Work Domain Goal Orientation Instrument.” Educational and Psychological Measurement 57 (6): 995-1015.
51. VandeWalle, D., and L. L. Cummings. 1997. “A Test of the Influence of Goal Orientation on the Feedback-seeking Process.” Journal of Applied Psychology 82 (3): 390-400.
52. Zeidner, M. 1987. “Essay versus Multiple-choice Type Classroom Exams: The Student’s Perspective.” The Journal of Educational Research 80 (6): 352-358.
53. Zimmerman, B. J., and A. Kitsantas. 1997. “Developmental Phases in Self-regulation: Shifting from Process Goals to Outcome Goals.” Journal of Educational Psychology 89: 29-36.