Development and validation of an instrument to assess secondary school students’ perceptions of assessment tasks

Abstract

Research aimed at developing and validating an instrument to assess secondary school students’ perceptions of assessment tasks was conducted. Following a review of literature, a five‐scale instrument of 40 items was trialled with a sample of 658 science students in 11 English secondary schools. Based on internal consistency reliability data and exploratory factor analysis, refinement decisions resulted in a five‐scale instrument called the Perceptions of assessment tasks inventory (PATI). The scales of the PATI are Congruence with planned learning, Authenticity, Student consultation, Transparency and Diversity.