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Table 4 Principal component analysis with direct oblimin rotation of perceptions of assessment task inventory

From: Chinese university students’ perceptions of assessment tasks and classroom assessment environment

 

Item

CPL

D

T

SC

A

T1

My assessment in English is a fair indicator of my work

.69

    

T2

My English tests are a fair indicator of what my class is trying to learn.

.68

    

T4

My assessment is a fair indication of what I do in English

.66

    

T5

I am assessed in similar ways to the tasks I do in class.

.65

    

T6

I am assessed on what the teacher has taught me.

.62

    

T7

I have answered English questions on topics that have been covered in class.

.53

    

T3

My assignments are related to what I am learning in English.

.46

    

T32

I am set assessment tasks that are different from other students tasks.

 

.82

   

T34

I use different assessment methods from other students.

 

.82

   

T35

I do work that is different from other students work.

 

.82

   

T19

I have helped the class develop rules for assessment in English.

 

.68

   

T31

I am given a choice of assessment tasks.

 

.64

   

T18

I select how I will be assessed in English.

 

.59

   

T33

I am given assessment tasks that suit my ability.

 

.34

   

T26

I am told in advance when I am being assessed.

  

.79

  

T27

I am told in advance on what I am being assessed.

  

.75

  

T25

I am told in advance why I am being assessed.

  

.72

  

T24

I know in advance how I will be assessed.

  

.65

  

T28

I understand the purpose of English assessment.

  

.47

  

T30

When I am faster than others, I move on to new assessment tasks.

  

.43

  

T29

I complete assessment tasks at my own speed.

  

.42

  

T16

I am clear about the forms of assessment being used.

   

-.76

 

T15

I am aware of the types of assessment in English.

   

-.69

 

T20

My teacher has explained to me how each form of assessment is used.

   

-.63

 

T22

I understand what is needed in all English assessment tasks.

   

-.58

 

T23

I know what is needed to successfully accomplish an English assessment task.

   

-.49

 

T17

I am asked about the types of assessment I would like to have in English.

   

-.48

 

T21

I ask my teacher about English assessment.

   

-.32

 

T8

I am asked to apply my learning to real-life situations.

    

-.79

T9

My English assessment tasks are meaningful.

    

-.68

T11

I find English assessment tasks relevant to the real world.

    

-.65

T13

Assessment in English tests my ability to apply learning.

    

-.62

T10

My English assessment tasks are useful.

    

-.60

T12

English assessment tasks check my understanding of topics.

    

-.58

T14

Assessment in English examines my ability to answer important questions.

    

-.45

Cronbach’s Alpha

.82

.86

.82

.84

.86

  1. CPL Congruence with planned learning, D Diversity, T Transparency, SC Student Consultation, A Authenticity