Özet:
Each classroom has its own assessment environment perceived by the students
and springs from the teacher's assessment practices. Although students'
perceptions of the assessment environment may influence their achievementrelated outcomes, little attention has been given to the measurement of perceived
classroom assessment environment. This study reports on the development and
datametric properties of a scale measuring students' perceptions of the classroom
assessment environment. A total of 450 students enrolled in the tenth grade
English language classes at Muscat public schools in Oman completed the scale.
Results yielded two subscales of the perceived classroom assessment environment:
learning-, and performance-oriented environments. The correlations between
them suggested that they represented unique aspects of the classroom assessment
environment as perceived by the students. Additional validity evidence was
obtained through gender differences and correlations of the subscales scores with
the total scores received in the subject at end of the semester. Reliability analyses
showed that the subscales' scores had relatively moderate levels of internal
consistency. Implications and recommendations for classroom instruction and
assessment as well as for future research are discussed.
