Table 5 Principal component analysis with direct oblimin rotation of perceived classroom assessment environment

E5

I am given a chance to correct my mistakes.

.74

E4

I receive continuous feedback from my teacher about my performance in English.

.73

E2

Our teacher helps us identify the places where we need more effort in future.

.71

E3

The assignments and tests encourage thinking.

.67

E8

Our teacher uses a variety of ways (e.g., tests, in-class tasks, homework assignments) to assess our mastery of English.

.65

E6

The assignments and activities are related to our every day lives.

.65

E7

Our teacher holds us the responsibility to learn.

.61

E1

I can find out my strengths in English.

.54

E9

The assignments and tests are returned in a way that keeps our scores private.

.43

E12

Our teacher gives more importance to the grades than to the learning.

.71

E13

There is a mismatch between the learned subject materials and the assigned homework and tests.

.68

E15

Our teacher’s grading system is not clear.

.62

E16

The assessment results do not fairly reflect the effort put in us studying the subject.

.59

E11

Our teacher compares our performances to each other.

.58

E14

The in-class and homework assignments are not interesting.

.56

E10

The tests and assignments are difficult to us.

.36

.82

.70