Assessment Climate and Mastery Goal Orientation Nexus: The Mediating Role of Academic Self-efficacy

Kenneth Asamoah-Gyimah

doi:doi:10.11648/j.tecs.20210604.12

| Peer-Reviewed

Assessment Climate and Mastery Goal Orientation Nexus: The Mediating Role of Academic Self-efficacy

Kenneth Asamoah-Gyimah

Published in Teacher Education and Curriculum Studies (Volume 6, Issue 4)

Received: 11 September 2021 Accepted: 8 October 2021 Published: 16 October 2021

Views: Downloads:

Download PDF

Share This Article

Twitter
Linked In
Facebook

Abstract

It is often said that the quickest way to change students learning is to change the assessment system, suggesting that classroom assessment practices might be potent in their effects on students. The principal aim of the study was to investigate the indirect effect of assessment climate on mastery goal orientation through students’ self-efficacy. Descriptive cross-sectional survey design was adopted for the study where six College of Education institution’s students within the Central, Eastern and Western regions of Ghana were targeted. Utilizing disproportionate quota sampling technique, a total of 254 students were sampled to serve as respondents. Data were collected using classroom assessment environment questionnaire, achievement goal questionnaire and self-efficacy scale. The instruments were all adapted from the literature and validated using data from the Ghanaian context. The two hypotheses in the study were tested using Hayes (2013) mediation analysis. Findings revealed that assessment climate was a significant predictor of mastery goal orientation among College of Education students, however, the study found no supporting evidence for an indirect effect of assessment climate on mastery goal orientation through self-efficacy. The study recommends that management of academic environment should as a matter of policy institute measures that would expose and updates tutors on the state of the art assessment regime that builds motivational believes among students.

Published in	Teacher Education and Curriculum Studies (Volume 6, Issue 4)
DOI	10.11648/j.tecs.20210604.12
Page(s)	115-120
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2021. Published by Science Publishing Group

Keywords

Assessment Climate, Achievement, Mastery Goal Orientation, Self-efficacy, Learning

References

[1]	Alkharusi, H. (2009). Classroom assessment environment, self-efficacy, and mastery goal orientation: A causal model. INTI Journal: Special Issue on Teaching and Learning, 104-116.
[2]	Alkharusi, H., Aldhafri, S., Alnabhani, H., & Alkalbani, M. (2014). Classroom assessment: Teacher practices, student perceptions, and academic self-efficacy beliefs. Social Behavior and Personality: An international journal, 42 (5), 835-855.
[3]	Amedahe, F. K. (1989). Testing practices in secondary schools in the Central Region of Ghana. Unpublished Master’s thesis, University of Cape Coast, Cape Coast.
[4]	Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84, 261–271.
[5]	Amoako, I. (2018). Formative assessment practices among distance education tutors in Ghana. African Journal of Teacher Education, 7 (3), 22-36.
[6]	Anhwere, Y. M. (2009). Assessment practices of teacher training college tutors in Ghana (Doctoral dissertation, University of Cape Coast).
[7]	Brookhart, S. M. (2004). Classroom assessment: Tensions and intersections in theory and practice. Teachers college record.
[8]	Brookhart, S. M. (2013). How to create and use rubrics for formative assessment and grading. Ascd.
[9]	Brookhart, S. M., & Bronowicz, D. L. (2003). I don't like writing. It makes my fingers hurt: Students talk about their classroom assessments. Assessment in Education: Principles, Policy & Practice, 10 (2), 221-242.
[10]	Brookhart, S. M., & DeVoge, J. G. (1999). Testing a theory about the role of classroom assessment in student motivation and achievement. Applied Measurement in Education, 12 (4), 409-425.
[11]	Brookhart, S. M., & Durkin, D. T. (2003). Classroom assessment, student motivation, and achievement in high school social studies classes. Applied Measurement in Education, 16 (1), 27-54.
[12]	Brookhart, S. M., Walsh, J. M., & Zientarski, W. A. (2006). The dynamics of motivation and effort for classroom assessments in middle school science and social studies. Applied Measurement in Education, 19 (2), 151-184.
[13]	Church, M. A., Elliot, A. J., & Gable, S. L. (2001). Perceptions of classroom environment, achievement goals, and achievement outcomes. Journal of educational psychology, 93 (1), 43.
[14]	Crooks, T. (2001, September). The validity of formative assessments. In British Educational Research Association Annual Conference, University of Leeds (pp. 13-15).
[15]	Daemi, M. N., Tahriri, A., & Zafarghandi, A. M. (2017). The Relationship between Classroom Environment and EFL Learners' Academic Self-Efficacy. International Journal of Education and Literacy Studies, 5 (4), 16-23.
[16]	Elliot, A. J., & Murayama, K. (2008). On the measurement of achievement goals: critique, illustration, and application. Journal of educational psychology, 100 (3), 613.
[17]	Ferguson, J. M., & Dorman, J. P. (2001). Psychosocial classroom environment and academic efficacy in Canadian high school mathematics classes. Alberta Journal of Educational Research, 47 (3).
[18]	Greene, B. A., Miller, R. B., Crowson, H. M., Duke, B. L., & Akey, K. L. (2004). Predicting high school students' cognitive engagement and achievement: Contributions of classroom perceptions and motivation. Contemporary educational psychology, 29 (4), 462-482.
[19]	Hanke, C. Y. C. (2013). A cross-national study of students’ perceptions of mathematics classroom environment, attitudes towards mathematics and academic self-efficacy among middle school students in Hong Kong and the USA (Doctoral dissertation, Curtin University).
[20]	Hayford (2007). Continuous assessment and lower attaining pupils in primary and junior secondary schools in Ghana. Unpublished Ph.D. Thesis. University of Birmingham, U.K.
[21]	Joo, Y. J., Lim, K. Y., & Kim, J. (2013). Locus of control, self-efficacy, and task value as predictors of learning outcome in an online university context. Computers & Education, 62, 149-158.
[22]	Linnenbrink, E. A., & Pintrich, P. R. (2002). Motivation as an enabler for academic success. School psychology review, 31 (3), 313-327.
[23]	Midgley, C., Maehr, M. L., Hruda, L. Z., Anderman, E., Anderman, L., Freeman, K. E., Gheen, M., Kaplan, A., Kumar, R., Middleton, M. J., Nelson, J., Roeser, R., & Urdan, T. (2000). Manual for the patterns of adaptive learning scales. Retrieved August 5, 2005, from http://www.umich.edu/~pals/PALS%202000_V13Word97.pdf
[24]	Osei-Asibey, E., Kusi, P., Nimoh, V., & Bosson-Amedenu, S. (2020). Evaluation of assessment strategies used by basic school teachers in Ghana: The case of assessment for learning. Journal of Education, Society and Behavioural Science, 33 (4), 58-66.
[25]	Pintrich, P. R., and D. H. Schunk. 1996. Motivation in education. Englewood Cliffs, NJ: Prentice-Hall.
[26]	Quansah, F., Amoako, I., & Ankomah, F. (2018). Teachers’ test construction skills in senior high schools in Ghana: Document analysis. International Journal of Assessment Tools in Education, 6 (1), 1-8.
[27]	Rodriguez, M. C. (2004). The role of classroom assessment in student performance on TIMSS. Applied Measurement in Education, 17 (1), 1-24.
[28]	Spinner, H., & Fraser, B. J. (2005). Evaluation of an innovative mathematics program in terms of classroom environment, student attitudes, and conceptual development. International Journal of Science and Mathematics Education, 3 (2), 267-293.
[29]	Stiggins, R. J., & Conklin, N. F. (1992). In teachers' hands: Investigating the practices of classroom assessment. Suny Press.
[30]	Taale, K. D. (2012). Regular classroom assessment as a means of enhancing teacher trainees’ understanding of concepts in electricity and magnetism. African Journal of Educational Studies in Mathematics and Sciences, 10, 111-126.
[31]	Wang, X., & Hurley, S. (2012). Assessment as a scholarly activity? Faculty perceptions of and willingness to engage in student learning assessment. JGE: Journal of General Education, The, 61 (1), 1-15.
[32]	Weiner, H. M. (2003). Effective inclusion: Professional development in the context of the classroom. Teaching Exceptional Children, 35 (6), 12-18.

Cite This Article

Plain Text BibTeX RIS

APA Style

Kenneth Asamoah-Gyimah. (2021). Assessment Climate and Mastery Goal Orientation Nexus: The Mediating Role of Academic Self-efficacy. Teacher Education and Curriculum Studies, 6(4), 115-120. https://doi.org/10.11648/j.tecs.20210604.12

Copy | Download

ACS Style

Kenneth Asamoah-Gyimah. Assessment Climate and Mastery Goal Orientation Nexus: The Mediating Role of Academic Self-efficacy. Teach. Educ. Curric. Stud. 2021, 6(4), 115-120. doi: 10.11648/j.tecs.20210604.12

Copy | Download

AMA Style

Kenneth Asamoah-Gyimah. Assessment Climate and Mastery Goal Orientation Nexus: The Mediating Role of Academic Self-efficacy. Teach Educ Curric Stud. 2021;6(4):115-120. doi: 10.11648/j.tecs.20210604.12

Copy | Download

@article{10.11648/j.tecs.20210604.12,
  author = {Kenneth Asamoah-Gyimah},
  title = {Assessment Climate and Mastery Goal Orientation Nexus: The Mediating Role of Academic Self-efficacy},
  journal = {Teacher Education and Curriculum Studies},
  volume = {6},
  number = {4},
  pages = {115-120},
  doi = {10.11648/j.tecs.20210604.12},
  url = {https://doi.org/10.11648/j.tecs.20210604.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.tecs.20210604.12},
  abstract = {It is often said that the quickest way to change students learning is to change the assessment system, suggesting that classroom assessment practices might be potent in their effects on students. The principal aim of the study was to investigate the indirect effect of assessment climate on mastery goal orientation through students’ self-efficacy. Descriptive cross-sectional survey design was adopted for the study where six College of Education institution’s students within the Central, Eastern and Western regions of Ghana were targeted. Utilizing disproportionate quota sampling technique, a total of 254 students were sampled to serve as respondents. Data were collected using classroom assessment environment questionnaire, achievement goal questionnaire and self-efficacy scale. The instruments were all adapted from the literature and validated using data from the Ghanaian context. The two hypotheses in the study were tested using Hayes (2013) mediation analysis. Findings revealed that assessment climate was a significant predictor of mastery goal orientation among College of Education students, however, the study found no supporting evidence for an indirect effect of assessment climate on mastery goal orientation through self-efficacy. The study recommends that management of academic environment should as a matter of policy institute measures that would expose and updates tutors on the state of the art assessment regime that builds motivational believes among students.},
 year = {2021}
}

Copy | Download

TY  - JOUR
T1  - Assessment Climate and Mastery Goal Orientation Nexus: The Mediating Role of Academic Self-efficacy
AU  - Kenneth Asamoah-Gyimah
Y1  - 2021/10/16
PY  - 2021
N1  - https://doi.org/10.11648/j.tecs.20210604.12
DO  - 10.11648/j.tecs.20210604.12
T2  - Teacher Education and Curriculum Studies
JF  - Teacher Education and Curriculum Studies
JO  - Teacher Education and Curriculum Studies
SP  - 115
EP  - 120
PB  - Science Publishing Group
SN  - 2575-4971
UR  - https://doi.org/10.11648/j.tecs.20210604.12
AB  - It is often said that the quickest way to change students learning is to change the assessment system, suggesting that classroom assessment practices might be potent in their effects on students. The principal aim of the study was to investigate the indirect effect of assessment climate on mastery goal orientation through students’ self-efficacy. Descriptive cross-sectional survey design was adopted for the study where six College of Education institution’s students within the Central, Eastern and Western regions of Ghana were targeted. Utilizing disproportionate quota sampling technique, a total of 254 students were sampled to serve as respondents. Data were collected using classroom assessment environment questionnaire, achievement goal questionnaire and self-efficacy scale. The instruments were all adapted from the literature and validated using data from the Ghanaian context. The two hypotheses in the study were tested using Hayes (2013) mediation analysis. Findings revealed that assessment climate was a significant predictor of mastery goal orientation among College of Education students, however, the study found no supporting evidence for an indirect effect of assessment climate on mastery goal orientation through self-efficacy. The study recommends that management of academic environment should as a matter of policy institute measures that would expose and updates tutors on the state of the art assessment regime that builds motivational believes among students.
VL  - 6
IS  - 4
ER  -

Copy | Download

Author Information

Kenneth Asamoah-Gyimah

Department of Education and Psychology, University of Cape Coast, Cape Coast, Ghana

Download PDF

Sections

Plain Text BibTeX RIS

APA Style

Kenneth Asamoah-Gyimah. (2021). Assessment Climate and Mastery Goal Orientation Nexus: The Mediating Role of Academic Self-efficacy. Teacher Education and Curriculum Studies, 6(4), 115-120. https://doi.org/10.11648/j.tecs.20210604.12

Copy | Download

ACS Style

Kenneth Asamoah-Gyimah. Assessment Climate and Mastery Goal Orientation Nexus: The Mediating Role of Academic Self-efficacy. Teach. Educ. Curric. Stud. 2021, 6(4), 115-120. doi: 10.11648/j.tecs.20210604.12

Copy | Download

AMA Style

Kenneth Asamoah-Gyimah. Assessment Climate and Mastery Goal Orientation Nexus: The Mediating Role of Academic Self-efficacy. Teach Educ Curric Stud. 2021;6(4):115-120. doi: 10.11648/j.tecs.20210604.12

Copy | Download

@article{10.11648/j.tecs.20210604.12,
  author = {Kenneth Asamoah-Gyimah},
  title = {Assessment Climate and Mastery Goal Orientation Nexus: The Mediating Role of Academic Self-efficacy},
  journal = {Teacher Education and Curriculum Studies},
  volume = {6},
  number = {4},
  pages = {115-120},
  doi = {10.11648/j.tecs.20210604.12},
  url = {https://doi.org/10.11648/j.tecs.20210604.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.tecs.20210604.12},
  abstract = {It is often said that the quickest way to change students learning is to change the assessment system, suggesting that classroom assessment practices might be potent in their effects on students. The principal aim of the study was to investigate the indirect effect of assessment climate on mastery goal orientation through students’ self-efficacy. Descriptive cross-sectional survey design was adopted for the study where six College of Education institution’s students within the Central, Eastern and Western regions of Ghana were targeted. Utilizing disproportionate quota sampling technique, a total of 254 students were sampled to serve as respondents. Data were collected using classroom assessment environment questionnaire, achievement goal questionnaire and self-efficacy scale. The instruments were all adapted from the literature and validated using data from the Ghanaian context. The two hypotheses in the study were tested using Hayes (2013) mediation analysis. Findings revealed that assessment climate was a significant predictor of mastery goal orientation among College of Education students, however, the study found no supporting evidence for an indirect effect of assessment climate on mastery goal orientation through self-efficacy. The study recommends that management of academic environment should as a matter of policy institute measures that would expose and updates tutors on the state of the art assessment regime that builds motivational believes among students.},
 year = {2021}
}

Copy | Download

TY  - JOUR
T1  - Assessment Climate and Mastery Goal Orientation Nexus: The Mediating Role of Academic Self-efficacy
AU  - Kenneth Asamoah-Gyimah
Y1  - 2021/10/16
PY  - 2021
N1  - https://doi.org/10.11648/j.tecs.20210604.12
DO  - 10.11648/j.tecs.20210604.12
T2  - Teacher Education and Curriculum Studies
JF  - Teacher Education and Curriculum Studies
JO  - Teacher Education and Curriculum Studies
SP  - 115
EP  - 120
PB  - Science Publishing Group
SN  - 2575-4971
UR  - https://doi.org/10.11648/j.tecs.20210604.12
AB  - It is often said that the quickest way to change students learning is to change the assessment system, suggesting that classroom assessment practices might be potent in their effects on students. The principal aim of the study was to investigate the indirect effect of assessment climate on mastery goal orientation through students’ self-efficacy. Descriptive cross-sectional survey design was adopted for the study where six College of Education institution’s students within the Central, Eastern and Western regions of Ghana were targeted. Utilizing disproportionate quota sampling technique, a total of 254 students were sampled to serve as respondents. Data were collected using classroom assessment environment questionnaire, achievement goal questionnaire and self-efficacy scale. The instruments were all adapted from the literature and validated using data from the Ghanaian context. The two hypotheses in the study were tested using Hayes (2013) mediation analysis. Findings revealed that assessment climate was a significant predictor of mastery goal orientation among College of Education students, however, the study found no supporting evidence for an indirect effect of assessment climate on mastery goal orientation through self-efficacy. The study recommends that management of academic environment should as a matter of policy institute measures that would expose and updates tutors on the state of the art assessment regime that builds motivational believes among students.
VL  - 6
IS  - 4
ER  -

Copy | Download