THE EFFECTS OF FORMATIVE AND TRADITIONAL EVALUATION TYPES ON ACADEMIC ACHIEVEMENT AND TEST ANXIETY IN THE STUDENTS OF SECOND GRADE OF PRIMARY SCHOOL IN TEHRAN

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MOHAMMADYFAR M.; NAJAFI N.; RAZMARA S.; MOHAMMADZADEH A.

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Journal: QUARTERLY EDUCATIONAL PSYCHOLOGY Year:2011 | Volume:7 | Issue:20 Page(s): 33-49

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Title

THE EFFECTS OF FORMATIVE AND TRADITIONAL EVALUATION TYPES ON ACADEMIC ACHIEVEMENT AND TEST ANXIETY IN THE STUDENTS OF SECOND GRADE OF PRIMARY SCHOOL IN TEHRAN

Author(s)

MOHAMMADYFAR M. | NAJAFI N. | RAZMARA S. | MOHAMMADZADEH A. | Issue Writer Certificate

Keywords

FORMATIVE EVALUATIONQ3

TRADITIONAL EVALUATIONQ3

ACADEMIC ACHIEVEMENTQ2

TEST ANXIETYQ2

Abstract

Formative and TRADITIONAL EVALUATION might have different effect on educational and emotional domain in measuring student performance. The aim of the present research is the study of the effects of the evaluation types on ACADEMIC ACHIEVEMENT and TEST ANXIETY in the students of second grade of primary school. In this research we examined 108 students (boys and girls) of second grade of primary school in Tehran city. The students were selected by stratified random sampling method from four regions of Tehran department of education. Research tools in this research were one questionnaire and two Persian and Mathematical tests. The results showed that there is difference between students in ACADEMIC ACHIEVEMENT and TEST ANXIETY with considering evaluation type. In fact results showed that students evaluated with descriptive evaluation had upper scores in ACADEMIC ACHIEVEMENT and fewer scores in TEST ANXIETY. According to results, sex showed interaction with anxiety, and females with were characterized by higher scores on TEST ANXIETY. These findings are consistent with the view that descriptive evaluation is associated with high school performance and low TEST ANXIETY.

Cites

COMPARISON OF SCHOOL ANXIETY AND ITS COMPONENTS ON THE FOURTH-GRADE STUDENTS OF ELEMENTARY SCHOOLS IN BOTH TRADITIONAL AND DESCRIPTIVE EVALUATION SYSTEMS

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APA: Copy

MOHAMMADYFAR, M., NAJAFI, N., RAZMARA, S., & MOHAMMADZADEH, A.. (2011). THE EFFECTS OF FORMATIVE AND TRADITIONAL EVALUATION TYPES ON ACADEMIC ACHIEVEMENT AND TEST ANXIETY IN THE STUDENTS OF SECOND GRADE OF PRIMARY SCHOOL IN TEHRAN. QUARTERLY EDUCATIONAL PSYCHOLOGY, 7(20), 33-49. SID. https://sid.ir/paper/112174/en

Vancouver: Copy

MOHAMMADYFAR M., NAJAFI N., RAZMARA S., MOHAMMADZADEH A.. THE EFFECTS OF FORMATIVE AND TRADITIONAL EVALUATION TYPES ON ACADEMIC ACHIEVEMENT AND TEST ANXIETY IN THE STUDENTS OF SECOND GRADE OF PRIMARY SCHOOL IN TEHRAN. QUARTERLY EDUCATIONAL PSYCHOLOGY[Internet]. 2011;7(20):33-49. Available from: https://sid.ir/paper/112174/en

IEEE: Copy

M. MOHAMMADYFAR, N. NAJAFI, S. RAZMARA, and A. MOHAMMADZADEH, “THE EFFECTS OF FORMATIVE AND TRADITIONAL EVALUATION TYPES ON ACADEMIC ACHIEVEMENT AND TEST ANXIETY IN THE STUDENTS OF SECOND GRADE OF PRIMARY SCHOOL IN TEHRAN,” QUARTERLY EDUCATIONAL PSYCHOLOGY, vol. 7, no. 20, pp. 33–49, 2011, [Online]. Available: https://sid.ir/paper/112174/en

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