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Please use this identifier to cite or link to this item: http://hdl.handle.net/1807/30025

Title: Influences on student cognitions about evaluation
Authors: Ross, John A.
Rolheiser, Carol
Hogaboam-Gray, Anne
Keywords: Grade 2
Grade 4
Grade 6
Student improvement
Evaluation
Student cognitions
Student achievement
Academic achievement
Traditional evaluation
Alternate evaluation
Assessment
Traditional assessment
Alternate assessment
Multi-ethnic environment
Student failure
Student evaluation
Issue Date: 2002
Publisher: Routledge
Citation: Ross, J. A., Rolheiser, C., & Hogaboam-Gray, A. (2002). Influences on student cognitions about evaluation. Assessment in Education. 9(1), 81-95. doi:10.1080/09695940220119201
Abstract: Interviews on two occasions with 71 grade 2, 4, and 6 students in a multi-ethnic setting in Toronto, Canada found that student cognitions about evaluation mediated the relationship between evaluation and achievement. Parents, peers, and student characteristics influenced student cognitions about evaluation. Parents identified the evaluation dimensions their children should attend to, raised student aspirations, stated how well student work attained standards, and recommended actions children should take in response to the evaluation. Peer interpretations influenced whether a given performance was viewed as superior or inferior. Older student peers focused attention, to a greater extent than parents, on specific aspects of student performance that could be ameliorated through self-remediation. Children became more sophisticated evaluation consumers as they grew older. Females processed evaluation data more productively than males. There were few cultural differences in response to evaluation. Students responded to traditional and alternate evaluation in very similar ways.
Description: *corresponding author Dr. John A. Ross Professor & Field Centre Head OISE/UT Trent Valley Centre Box 719, 633 Monaghan Rd S. Peterborough, ON K9J 7A1 CANADA
URI: http://hdl.handle.net/1807/30025
ISSN: 0969-594X [print]
1465-329X [online]
Appears in Collections:Faculty (CTL)

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