Classroom Assessment Communication, Perceived Assessment Environment, and Academic Achievement: A Path Analysis

Abstract

Aims: The current study aimed at examining how frequency of classroom assessment communication can make different types of perceived assessment environment salient and consequently affect academic achievement. Study Design: The study employed a descriptive correlational research design. Methodology: Sample: A multi-stage random sample of 4088 students nested within 236 classes was selected from the second cycle of the basic education grades from all governorates in the Sultanate of Oman. Instruments: Two questionnaires were used in this study. The first questionnaire was given to the students to assess perceptions of the classroom assessment environment. The second questionnaire was given to the teachers to assess the frequency of their practices related to classroom assessment communication. Data analysis: A path analysis was used to test the relationship between frequency of classroom assessment communication, perceived classroom assessment environment, and academic achievement. Results: Although frequency of classroom assessment communication had no statistically significant direct effect on academic achievement, it had positive indirect effects on academic achievement through perceived classroom assessment environment. Conclusion: A positive perception of the classroom assessment environment requires more frequent communication with students about the classroom assessment.