A multilevel linear model of teachers’ assessment practices and students’ perceptions of the classroom assessment environment

Abstract

This study utilized multilevel linear modeling techniques to examine the effects of teachers’ assessment practices on students’ perceptions of the classroom assessment environment. A total of 1,636 ninth grade students and their corresponding 83 science teachers participated in the study. Results showed that students’ perceptions of the assessment environment were shaped by student characteristics such as self-efficacy; class contextual features such as aggregate perceived assessment environment and average self-efficacy levels of the class; teacher's teaching experience and assessment practices; and interaction of student characteristics, class contextual features, and teacher's assessment practices. Implications for research and practice are discussed.