Classroom learning environments and assessment practices in science classrooms in Western Australia

Abstract

The research described in this paper was aimed at identifying exemplary assessment practices in secondary science classes. In the first stage, following a review of the literature, a six-scale instrument of 48 items was trialed with a sample of 470 students from grades eight, nine and ten in 20 science classrooms in three Western Australian schools. Based on internal consistency reliability data and exploratory factor analysis, refinement decisions resulted in a five-scale instrument that was named the Student Perceptions of Assessment Questionnaire (SPAQ). In the second stage, the SPAQ was used with an attitude scale, and a self-efficacy scale. This survey was administered to a larger sample of 960 students from 40 science classes from the same grades as in the first stage. Statistical analyses confirmed the validity and reliability of the SPAQ. Based on the results of this survey exemplary teachers were identified. In the third and last stage interviews with teachers and students were conducted. Classes of these exemplary teachers were also observed. These exemplary teachers were found to be thorough in their teaching, giving students enough time to prepare for the assessment, giving students freedom to choose from a variety of assessments and were flexible in teaching and assessment. They also demonstrated in-depth understanding of the science topics they were teaching.