고등학생의 평가인식 유형 분석 : 성취목표지향성, 시험불안 및 학업참여와의 관계 Types of High school Students’ Conceptions of Assessment : Their Relationships with Achievement Goal Orientation, Test Anxiety, and Academic Engagement원문보기
The main purpose of this study was to examine the types of high school students’conceptions of assessment. Also the effects of previous academic achievement and achievement goal orientations on them and students’test anxiety and academic engagement by their types were explored. The subjects were 662...
The main purpose of this study was to examine the types of high school students’conceptions of assessment. Also the effects of previous academic achievement and achievement goal orientations on them and students’test anxiety and academic engagement by their types were explored. The subjects were 662 Korean high school students(10 to 11th graders) sampled from six high-schools located in D-city and K-region. The results showed that three groups of students with unique conceptions of assessment were identified by K-means cluster analyses: Group(1) Learning-Accountability(39.7%), Group(2) Irrelevance-Accountability(39.3%), and Group(3) Irrelevance(21.0%). Secondly, the variables predicting these types have been found to be school types, previous academic achievement, and achievement goal orientation. Specialized high school students were more likely to belong to the learning-accountability group than general high school students. And the higher previous academic achievement, the more likely it is that they belonged to the learning-accountability group. Also, the learning-accountability group showed the highest approach achievement goal orientation, and the irrelevance-accountability group had higher approach achievement goal orientation than the irrelevance group. In addition, the irrelevance-accountability group showed relatively high performance avoidance achievement goal orientation. Additionally, test anxiety of the learning-accountability group was as almost high as that of the irrelevance-accountability group, which was higher than that of the irrelevance group. Academic engagement was the highest in the learning-accountability group, and the irrelevance-accountability group showed higher academic engagement than the irrelevance group, which was ranked the lowest. The results of this study implied that students’ balanced conceptions on both AFL and AOL can have positive impacts on their academic achievement and attitudes toward learning. This study also emphasized teachers’ efforts to help establish students’ conceptions of assessment which can have positive effects on learning ― e.g., the provision of specific feedback for students’academic improvement, which is based on regular formative assessment. Lastly, it proposed the inclusion of subjects from a variety of elementary, middle, and high schools, and it suggested the necessity for extended studies on factors which either affect or are affected by students’ conceptions on assessment.
The main purpose of this study was to examine the types of high school students’conceptions of assessment. Also the effects of previous academic achievement and achievement goal orientations on them and students’test anxiety and academic engagement by their types were explored. The subjects were 662 Korean high school students(10 to 11th graders) sampled from six high-schools located in D-city and K-region. The results showed that three groups of students with unique conceptions of assessment were identified by K-means cluster analyses: Group(1) Learning-Accountability(39.7%), Group(2) Irrelevance-Accountability(39.3%), and Group(3) Irrelevance(21.0%). Secondly, the variables predicting these types have been found to be school types, previous academic achievement, and achievement goal orientation. Specialized high school students were more likely to belong to the learning-accountability group than general high school students. And the higher previous academic achievement, the more likely it is that they belonged to the learning-accountability group. Also, the learning-accountability group showed the highest approach achievement goal orientation, and the irrelevance-accountability group had higher approach achievement goal orientation than the irrelevance group. In addition, the irrelevance-accountability group showed relatively high performance avoidance achievement goal orientation. Additionally, test anxiety of the learning-accountability group was as almost high as that of the irrelevance-accountability group, which was higher than that of the irrelevance group. Academic engagement was the highest in the learning-accountability group, and the irrelevance-accountability group showed higher academic engagement than the irrelevance group, which was ranked the lowest. The results of this study implied that students’ balanced conceptions on both AFL and AOL can have positive impacts on their academic achievement and attitudes toward learning. This study also emphasized teachers’ efforts to help establish students’ conceptions of assessment which can have positive effects on learning ― e.g., the provision of specific feedback for students’academic improvement, which is based on regular formative assessment. Lastly, it proposed the inclusion of subjects from a variety of elementary, middle, and high schools, and it suggested the necessity for extended studies on factors which either affect or are affected by students’ conceptions on assessment.
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