Özet:
The present study aims at deriving correlational models of students' perceptions
of assessment tasks, motivational orientations, and learning strategies using
canonical analyses. Data were collected from 198 Omani tenth grade students.
Results showed that high degrees of authenticity and transparency in assessment
were associated with positive students' self-efficacy and task value. Also, high
degrees of authenticity, transparency, and diversity in assessment were associated
with a strong reliance on deep learning strategies; whereas a high degree of
congruence with planned learning and a low degree of authenticity were
associated with more reliance on surface learning strategies. Implications for
classroom assessment practice and research were discussed.
