Description:
This research investigated associations between classroom environment and student affective outcomes in Australian secondary schools. The Technology-Rich Outcomes-Focused Learning Environment Inventory (TROFLEI) was used to assess 10 classroom environment dimensions: student cohesiveness, teacher support, involvement, investigation, task orientation, cooperation, equity, differentiation, computer usage, and young adult ethos. A sample of 4,407 secondary school students from 286 classes in Queensland and Western Australia responded to the TROFLEI and three student outcome measures: academic efficacy, attitude to the subject, and attitude to computer use. Multilevel analyses with the 10 TROFLEI scales as explanatory variables and the three outcome scales as response variables were conducted. Statistically significant associations between classroom environment and these student affective outcomes were evident. [ABSTRACT FROM AUTHOR] (AN: 48688520)
Description:
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.