The effect of students' perception on classroom assessment to students' attitudes

Abstract

The objectives of this research were to analyze the students' perceptions on classroom assessments, the differences in the students' perceptions on classroom assessment based on gender and lecturers, and the effect of students' perceptions on classroom assessment to their attitudes. The subjects were UMM students who attended Descriptive Statistics course. The data were collected using a Students' Perception of Assessment Questionnaire (SPAQ) and attitudes questionnaire. The SPAQ and attitude questionnaire were reliable. Mixed method used in this study. Descriptive method was used to analyze students' perception on the classroom assessment. The independent sample t-test was used to test the differences in students' perceptions on classroom assessments by gender and lecturers. The linear regression analysis was used to examine the effects of students' perceptions on classroom assessment to their attitudes. The results of this study showed that the students' perceptions on classroom assessment were positive for all aspects, except for the students' perceptions on their ability to prepare for the test on assignments and feedback. There were no difference perceptions of the students on classroom assessments based on gender and the lecturers to all aspects of classroom assessments and the students' perceptions on classroom assessment influenced the students' attitudes.