Content uploaded by Haifa Albokai
Author content
All content in this area was uploaded by Haifa Albokai on Feb 20, 2021
Content may be subject to copyright.
45412018
420
2018
.
103.
12
.
2008
2004
________________________________________________
12
1312201513042016
45412018
421
2008
(Performance- based Assessment)
2004
stem200216
2004
91
Zimbicki,2007
72
Cearfoss2007
2008
48
2008
83
2009
422
34
2009
20
2010
363
2010
74
2010
86
20
2011
98
2011
44
84
2011
67
2012
112
2012
23
45412018
423
10
2013
15321
Hee Kim2014
3462
Baska, Joyce VanTassel2014
-
424
1960
1989
2009
Alternative Assessment
200420072007
2008200820092009201020112012
20042007
200920112012
2007 2008 2008 2009
201020112014
1
2
3
4
5
1
2
45412018
425
3
4
1
2
3
4
5
(Constructive Learning)
2004
(Academic achievement)
2012698
20132014
Self-efficacy
Bandura, 1998
426
6297
20132014
20132014
103
235251
1
84520
12
30
45
0.816
2
1996
20022009
2008Heatherton & Polivy, 1991199
2010 2007 2009
Schwarzer, 19932006
45412018
427
60
10
30
0.770
45
0.705
0.01
3
2009
1
2009
2009
2
3
4
5
428
6
30
45
1
103
5152
2
3
4
5 10
6
7
8
9
1
1
51
135.82
11.66
0.383
0.70
51
134.80
14.59
10.05
45412018
429
20072008
200820092011
2
2
52
135.01
11.14
4.711
0.000
51
149.17
18.88
20.05
200220072007200820082009
2012
3
3
51
135.60
11.66
2.246
0.29
52
134.77
11.17
30.05
430
20072008200820092011
4
4
51
134.80
14.59
656
0.000
51
149.17
18.88
4
0.05
2007 2008
2008 2009 2011
5
5
51
14.627
2.701
50
10.722
0.000
52
8.22
4.141
5
0.05
45412018
431
20042007
200820102010201220122014
1
2
3
2010 243 2011 124 2008 2012 131 2010
248 2009 2011 2012 ASEP229 2012 41 2012
114 2011 261 2009 4143 2004 78 2008
432
282928 2009 2004 2004 101 1430 2013 142
Bandura, A. (1998). Self-Efficacy, Stanford University, Encyclopedia of human behavior, New York, Academic press, 4, P: 71- 81.
Retrieved, 2/29/2008 from: http://www.des.emory.edu/mfp/BanEncy.html.
Baska, J. EdD1, (2014). Performance-Based Assessment: The Road to Authentic Learning for the Gifted. Gifted Child Today, 37,
(1): P 37- 41.
Cearfoss, R. (2007). Correlation of student performance based on multiple assessment tools in middle school Mathematics. A
Dissertation for the Degree Doctor of Education Leadership, University of Phoenix.
Christopher, W. (2009). Academic achievement goal orientation: Taking another look. Journal of Research in Educational
Psychology, 43, (10): P 529- 550.
Hee Kim, K. (2014). Assessing Science Reasoning and Conceptual Understanding in the Primary Grades Using Standardized and
Performance-Based Assessments. Sage Journal of Advanced Academics, 25, (1): P 47-66.
Stem, M. (2003). Exhibition: Student Participation in an Alternative Assessment Experience in a Senior English Class. A
Dissertation Presented in Partial Fulfillment of Requirement for the Doctor of Philosophy. Teaching and Learning/Language and
Literacy Education. Georgia State University. The College of Education. The Department of Middle- Secondary Education and
Instructional Technology.
Williams, E., and Coombs, T. (1996). An analysis of the reliability and validity of Bandura`s Multidimensional Scales of Perceived
Self- Efficacy. A paper presented at the Annual Meeting of the American Educational Research Association, New York, 8-12,
April, 1996, 26p.
Zimbicki, D. (2007). Examining the Effects of Alternative Assessment on Student Motivation and Self-Efficacy. A Dissertation for
the Degree Doctor of Education. Walden University, the College of Education.
45412018
433
The Effectiveness of Performance- Based Assessment in Academic Achievement and
The Self-Efficacy of Secondary First Grade Students in Al Madinah Al-Munawarah
Haifa’ T. Al-Bokai,, Najwa A. Al-Madany *
ABSTRACT
The purpose of this study was to investigate the effect of an assessment strategy based on performance
in academic achievement and the Self-efficacy of secondary students at the first secondary class in Al
Madinah Al-Munawarah. To achieve to this goal, the researchers applied the assessment strategy based
on performance for math subject on a sample consisted of (103) students at the first secondary class
(scientific stream) in a school of (23) in Al-Madinah, using the experimental methodology. The
assessment strategy lasted (12) weeks, with applying the test achievement for mathematics and self-
efficacy scale on both groups. The study revealed that there wasn't a significant difference in the pre-
test between the two groups on the self-efficacy scale. There was a significant difference in the post-
test between the two groups in favor of the experimental group on the self-efficacy scale. There wasn't
a significant difference between the pre-test and post-test for control group on the Self-efficacy scale.
There was a significant difference between the pre-test and post-test for experimental group on the
Self-efficacy scale. Finally, there was a significant difference in the pre-test between the two groups in
favor of the experimental group on achievement for mathematics. The researchers recommended
conducting more studies on alternative assessment strategies and constructing training programs for
teachers.
Keywords: Assessment Strategy based on Assessment Performance- Academic Achievement- Self-
efficacy- Secondary first grade students- Al-Madenah Al-Munawarah.
________________________________________________
* Department of Educational Psychology, College of Education, Taibah University, Kingdom of Saudi Arabia (1). Ministry of
Education, Al-Madinah Al-Munawarah, Kingdom of Saudi Arabia (2). Received on 13/12/2015 and Accepted for Publication on
13/0043/2016.