LOW-PERFORMING JORDANIAN POSTSECONDARY STUDENTS: WHAT ARE THEIR BELIEFS CONCERNING THE CLASSROOM ASSESSMENT PRACTICES OF THEIR INSTRUCTORS?

Adams, C., Thomas, R., & King, K. (2000). Business students' ranking of reasons for assessment: Gender
differences. Innovations in Education and Training International, 37(3), 234–243. doi:
10.1080/13558000050138470
Alnabhan, M., Al-Zegoul, E., & Harwell, M. (2001). Factors related to achievement levels of education students at
Mu'tah University. Assessment & Evaluation in Higher Education, 26(6), 593–604. doi:
10.1080/0260293012009391 3
Alquraan, M. F. (2007). Students' perceptions of assessment practices in higher education in Jordan. Ph.D.
doctoral dissertation, The University of Alabama, Tuscaloosa.
Banta, T. W. (2006). Welcome news about the impact of assessment. Assessment Update, 18(5), 3–4.
Baume, D., Yorke, M., & Coffey, M. (2004). What is happening when we assess, and how can we use our
understanding of this to improve assessment? Assessment & Evaluation in Higher Education, 29(4), 451–
477. doi: 10.1080/02602930310001689037
Betoret, F. D., & Tomás, A. D. (2003). Evaluation of the university teaching/learning process for the improvement
of quality in higher education. Assessment & Evaluation in Higher Education, 28(2), 165–178. doi:
10.1080/0260293032000044518
Black, P., & Wiliam, D. (1998). Inside the black box: Raising standards through classroom assessment. Phi Delta
Kappan, 80(2), 139–148.
Black, P., & Wiliam, D. (2003). "In praise of educational research": Formative assessment. British Educational
Research Journal, 29(5), 623–637. doi: 10.1080/0141192032000133721
Brookhart, S. M. (2004). Assessment theory for college classrooms. New Directions for Teaching and Learning,
2004(100), 5–14. doi: 10.1002/tl.165
DesJardins, S. L., McCall, B. P., Ahlburg, D. A., & Moye, M. J. (2002). Adding a timing light to the "tool box".
Research in Higher Education, 43(1), 83–114. doi: 10.1023/A:1013022201296
Dochy, F., Segers, M., & Sluijsmans, D. (1999). The use of self-, peer and co-assessment in higher education: A
review. Studies in Higher Education, 24(3), 331–350. doi: 10.1080/03075079912331379935
Donald, J. G., & Denison, D. B. (2001). Quality assessment of university students: Student perceptions of quality
criteria. The Journal of Higher Education, 72(4), 478–502.
Ecclestone, K., & Swann, J. (1999). Litigation and learning: Tensions in improving university lecturers' assessment
practice. Assessment in Education: Principles, Policy & Practice, 6(3), 377–389. doi:
10.1080/09695949992801
Elwood, J., & Klenowski, V. (2002). Creating communities of shared practice: The challenges of assessment use in
learning and teaching. Assessment & Evaluation in Higher Education, 27(3), 243–256. doi:
10.1080/02602930220138606
Entwistle, N. J. (1991). Approaches to learning and perceptions of the learning environment. Introduction to the
special issue. Higher Education, 22(3), 201–204. doi: 10.1007/BF00132287
Frank, M., & Barzilai, A. (2004). Integrating alternative assessment in a project-based learning course for preservice science and technology teachers. Assessment & Evaluation in Higher Education, 29(1), 41–61.
doi: 10.1080/0260293042000160401
Havnes, A. (2004). Examination and learning: An activity-theoretical analysis of the relationship between
assessment and educational practice. Assessment & Evaluation in Higher Education, 29(2), 159–176. doi:
10.1080/0260293042000188456
Haydel, A. M., & Roeser, R. W. (2002). On the links between students' motivational patterns and their
perceptions of, beliefs about, and performance on different types of science assessments: A
multidimensional approach to achievement validation. CSE Technical Report 573. Retrieved from
http://www.cse.ucla.edu/products/Reports/TR573.pdf
Higgins, R., Hartley, P., & Skelton, A. (2002). The conscientious consumer: Reconsidering the role of assessment
feedback in student learning. Studies in Higher Education, 27(1), 53–64. doi:
10.1080/03075070120099368
La Lopa, J. M. (2004). Developing a student-based evaluation tool for authentic assessment. New Directions for
Teaching and Learning, 2004(100), 31–36. doi: 10.1002/tl.168
Leach, L., Neutze, G., & Zepke, N. (2001). Assessment and empowerment: Some critical questions. Assessment &
Evaluation in Higher Education, 26(4), 293–305. doi: 10.1080/02602930120063457
López, C. L. (2004). A decade of assessing student learning: What we have learned and what is next. In P. Hernon
& R. E. Dugan (Eds.), Outcomes assessment in higher education: Views and perspectives (pp. 29–71).
Westport, CT: Libraries Unlimited.
Lowe, H., & Cook, A. (2003). Mind the gap: Are students prepared for higher education? Journal of Further and
Higher Education, 27(1), 53–76. doi: 10.1080/03098770305629
McCoach, D. B., & Siegle, D. (2001). A comparison of high achievers' and low achievers' attitudes, perceptions,
and motivations. Academic Exchange Quarterly, 5(2), 71–76.
Popham, W. J. (2008). Classroom assessment: What teachers need to know (5th ed.). Boston, MA: Pearson.
Ramsden, P. (2003). Learning to teach in higher education. New York, NY: RoutledgeFalmer.
Rouseff-Baker, F., & Holm, A. (2004). Engaging faculty and students in classroom assessment of learning. New
Directions for Community Colleges, 2004(126), 29–42. doi: 10.1002/cc.152
Rust, C. (2002). The impact of assessment on student learning: How can the research literature practically help
to inform the development of departmental assessment strategies and learner-centred assessment
practices? Active Learning in Higher Education, 3(2), 145–158. doi: 10.1177/1469787402003002004
Schäffner, M., Burry-Stock, J. A., Cho, G.-P., Boney, T., & Hamilton, G. (2000, April). What do kids think when
their teachers grade? Paper presented at the annual meeting of the American Educational Research
Association, New Orleans, LA.
Scott, D. (2005). Retention, completion and progression in tertiary education in New Zealand. Journal of Higher
Education Policy and Management, 27(1), 3–17. doi: 10.1080/13600800500045687
Segers, M., & Dochy, F. (2001). New assessment forms in problem-based learning: The value-added of the
students' perspective. Studies in Higher Education, 26(3), 327–343. doi: 10.1080/03075070120076291
Sivan, A. (2000). The implementation of peer assessment: An action research approach. Assessment in
Education: Principles, Policy & Practice, 7(2), 193–213. doi: 10.1080/09695940050118715
Srinivasan, M., Hauer, K. E., Der-Martirosian, C., Wilkes, M., & Gesundheit, N. (2007). Does feedback matter?
Practice-based learning for medical students after a multi-institutional clinical performance
examination. Medical Education, 41(9), 857–865. doi: 10.1111/j.1365-2923.2007.02818.x
Steadman, M. (1998). Using classroom assessment to change both teaching and learning. New Directions for
Teaching and Learning, 1998(75), 23–35. doi: 10.1002/tl.7503
Struyven, K., Dochy, F., & Janssens, S. (2005). Students’ perceptions about evaluation and assessment in higher
education: A review. Assessment & Evaluation in Higher Education, 30(4), 325–341. doi:
10.1080/02602930500099102
Swann, J., & Ecclestone, K. (1999). Improving lecturers' assessment practice in higher education: A problembased approach. Educational Action Research, 7(1), 63–87. doi: 10.1080/09650799900200082
Taras, M. (2002). Using assessment for learning and learning from assessment. Assessment & Evaluation in
Higher Education, 27(6), 501–510. doi: 10.1080/026029302200002027 3
Tinto, V. (1975). Dropout from higher education: A theoretical synthesis of recent research. Review of
Educational Research, 45(1), 89–125. doi: 10.3102/00346543045001089
Tumen, S., Shulruf, B., & Hattie, J. (2008). Student pathways at the university: Patterns and predictors of
completion. Studies in Higher Education, 33(3), 233–252. doi: 10.1080/03075070802049145
van den Berg, M. N., & Hofman, W. H. A. (2005). Student success in university education: A multi-measurement
study of the impact of student and faculty factors on study progress. Higher Education, 50(3), 413–446.
doi: 10.1007/s10734-004-6361-1
Walpole, M. (2003). Socioeconomic status and college: How SES affects college experiences and outcomes. The
Review of Higher Education, 27(1), 45–73. doi: 10.1353/rhe.2003.0044
Wiliam, D., Lee, C., Harrison, C., & Black, P. (2004). Teachers developing assessment for learning: Impact on
student achievement. Assessment in Education: Principles, Policy & Practice, 11(1), 49–65. doi:
10.1080/0969594042000208994
Yanowitz, K. L., & Hahs-Vaughn, D. L. (2007). Changes in student-centred assessment by postsecondary science
and non-science faculty. Teaching in Higher Education, 12(2), 171–184. doi:
10.1080/13562510701191927
Yorke, M. (2001). Formative assessment and its relevance to retention. Higher Education Research and
Development, 20(2), 115–126. doi: 10.1080/07294360120064385
Yorke, M. (2003). Formative assessment in higher education: Moves towards theory and the enhancement of
pedagogic practice. Higher Education, 45(4), 477–501. doi: 10.1023/A:1023967026413
Yorke, M., & Longden, B. (2004). Retention and student success in higher education. Berkshire, England: Open
University Press.
Yorke, M., & Thomas, L. (2003). Improving the retention of students from lower socio-economic groups. Journal
of Higher Education Policy and Management, 25(1), 63–74. doi: 10.1080/13600800305737

N/A

Copyright: © 2011 The Author(s)
Published by HRMARS (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode