Cognitive Assessment Concern and Learning Outcomes of Selected Under-Graduate Students At MLRIT-Hyderabad

  • Kolanu Kiran Reddy Marri Laxman Reddy Institute Of Technology And Management
  • P. Bhaskara Reddy Marri Laxman Reddy Institute Of Technology And Management
Keywords: Assessment Concern, Cognitive assessment, Learning Outcomes, student’s performance

Abstract

This study investigated the level of Cognitive Assessment Concern of selected undergraduate students. It also sought to find out whether CAC of students vary by ability (performance) levels and sex. A total of 246 purposively selected undergraduate students completed the 32-items Cognitive Assessment Concern Scale. Data were analyzed using contingency table and t-assessment. Results showed that students CAC was generally low. It was also discovered that CAC negatively affects performance levels; the higher the level of students' CAC, the lower the level of students learning outcome and vice-versa. However, sex differences do not lead to Corresponding differences in CAC and performance levels. 

References

Bandalos, D.L., Yates, K., & Thorndike-Christ, T. (1995). Effect of math self-concept, perceived self-efficacy, and attribution for failure and success on test anxiety. Journal of Educational Psychology, 11,351-360

Berk, R.A. & Nanda, J. (2006). A randomized trial of humor effects on test anxiety and test performance. Humor: International Journal of Human Research, 19 (4), 425-454.

Berk, R.A. (2000). Does humor in course tests reduce anxiety and improve performance? College Teaching, 48(4), 151-58.

Birenbaum, M., & Nasser, F: (1994). On the relationship between test anxiety and test performance. Measurement and Evaluation in Counselling and Development, 27(1), 293- 301.

Cassady, J.C., & Johnson, R.E. (2002). Cognitive test anxiety and academic performance. Contemporary Educational Psychology, 27, 270-295.

Chapell, M.S., Blanding, Z.B., Takahashi, M., Silverstein, M.E., Newman, B., Gubi, A., & Mccann, N. (2005). Test anxiety and academic performance in undergraduate and graduate

students. Journal of Educational Psychology, 97 (2), 268-274. Rizwan & Nasir 73

Depreeuw, E.A.M. (1984). A profile of test anxious student. Applied Psychology, 33(2), 221- 232.

Erbe,B.(2007). Reducing test anxiety while increasing learning. College Teaching, 55 (3), 96-97

Foster, S. K., Paulk, A., & Dastoor, B. R. (1999). Can we really teach test-taking skills? New

Horizons in Adult Education, 13 (1), 4-12.

Gaudry, E., & Spielberger, C. D. (1971). Anxiety and educational achievement. New York: Wiley.

Hancock, D. R. (2001). Effect of test anxiety and evaluative threats on students' achievement and motivation. The Journal of Educational Research, 94 (5), 284-290.

Haris, H. L., & Coy, D. R. (2003). Helping students cope with test anxiety. ERIC Digest. (ERIC

Document Reproduction Service No. ED 479355).

Retrieved June 25, 20008 from a World

Wide Web: http://www.ericdigest.orgl2005-2/anxity.html 15.Hill, K.T., & Wigfield, A. (1984). Test 16.anxiety: A major educational problem and what can be done about it. Elementary College Journal, 85, 105-126.

Humbree, R. (1988). Correlates, causes, effects, and treatment of test anxiety. Review of

Educational Research, 58 (1),47-77.

Khalid, R., & Hasan, S. S. (2009). Test anxiety in high and low achievers. Pakistan Journal of Psychological Research, 24(3-4).

Kondo, D. S. (1996). Strategies for coping with test anxiety. Anxiety, Stress and Coping, 10,203-215. .

Morris, L. W., Davis, M. A., & Hutchings, C. J. (1981). Cognitive and emotional components of

anxiety: Telugureview and a revised worry-emotionality scale. Journal of Educational Psychology, 73,541-555.

Mwamwenda, T. S. (1994). Gender differences in scores on test anxiety and academic achievement among South African MLRIT graduate students. South African Journal of Psychology, 24 (4),

Sax, G. (1980). Principles of Educational and Psychological Measurement and Evaluation. Belmont (CA): Wadsworth. Spielberger, C. D., Gonzalez, H. P., Taylor, C. J., Anton, W. D., Algaze, B., Ross, G. R. et. al. (1980). Assessment Concern Inventory. Palo Alto, CA: Consulting Psychologists Press.

Valero Aguayo, L. (1999). EvaluaciÓn de ansiedad ante eamines: datos de aplicaciÓn y fiabilidad de un cuestionario CAEX. Anales de Psicología, 223-231.

Wine, J. (1971). Assessment concern and direction of attention. Psychological Bulletin, 76, 92-

Zoller, U. & Ben-Chain, D. (2007). Interaction between examination type, concern state and academic achievement in college science: An action-oriented research. Digital Object Identifier, School of Education of Kibbutz Movement, Kiryat Tivon, Israel.

Oludipe, B. (2009). Influence of test anxiety on performance levels on numerical tasks of

secondary college physics students: Academic Leadership: Online Journal, 7 (4)

Orpen, C. (1996). The interactive effects of maths support and test anxiety on students academic performance. College Student Journal, 116, (30), 464-465.

Pintrich, P.R., & Schunk, D. (1996). Motivation in education: Theory, research, and

applications. Upper Saddle River, NJ: Erlbaum.

Schonwetter, d. J. (1995). An empirical investigation of effective college teaching behaviours and students difference: Lecture organization and test anxiety. Paper presented at the annual meeting 1 American Educational Research Association (San Franscisco) Canada.

Cassady, J. C. & Johnson, R. E. (2002). Cognitive assessment concern and academic performance. Contemporary Educational Psychology, 27(2), 270-295.

Cassady, J. C. (2004). The impact of cognitive assessment concern across the learning-assessmenting cycle. Learning and Instruction, 14(6), 569-592.

Cassady, J. C., Mohammed, A. & Mathieu, L. (2004). Cross-cultural differences in assessmentconcern: Women in Kuwait and the United States. Journal of Cross-Cultural Psychology, 35(6), 715-718.

Ferrando, P., Verea, M. & Lorenzo, U. (1999). EvaluaciÓn Psicometrica del Cuestionario de Ansiedad y Rendimiento en una muestrade escolares. Psicothema, 11(1), 225-236.

Furlan, L. A., Cassady, J. C. & Perez, E. R. (2009). Adapting the cognitive assessment concern scale for use with Argentinean university students. International Journal of Assessmenting, 9(1), 3 - 19.

Hembree, R. (1988). Correlates, causes, effects and treatment of assessment concern. Review of Educational Research, 58(1), 47-77.

Libert, R. & Morris, L. (1967). Cognitive and emotional components of assessment concern: A distinction and some initial data. Psychological Reports, 20, 975-978.

Olatoye, R. A. & Afuwape, M. O. (2003). Assessment concern as a determinant of examination Misdemeanor among some Indian secondary school students.

Olatoye, R. A. (2007). The Relationship between students assessment concern and achievement in Integrated Science in Ogun State. Indian Journal of Educational Research and Evaluation, 7(1), 8-15.

Razor, L. T. & Razor, R. A. (1988). Assessment concern and study behaviour of community college student in relation to ethnicity, gender and age. California: Clearinghouse Code J.C.

Sarason, I. G. (1978). The Assessment Concern Scale: concept and research. In C. D.Spielberger & I. G. Sarason (Eds.), Stress and Concern (Vol. 5, pp 193-216). Washington, DC:Hemisphere. Sarason, S. & Mandler, G. (1952).

Some correlates of assessment concern. Journal of Abnormal and Social Psychology, 47, 810-817.

Published
2015-03-01
How to Cite
Reddy, K. K., & Reddy, P. B. (2015). Cognitive Assessment Concern and Learning Outcomes of Selected Under-Graduate Students At MLRIT-Hyderabad. Transactions on Machine Learning and Artificial Intelligence, 3(1), 51. https://doi.org/10.14738/tmlai.31.410