Effect of "Assessment for Learning" on Classroom Goal Structure and Academic Buoyancy among Strong and Weak Students

Document Type : Original Article



The purpose of this study was to investigate the effect of "assessment for learning" on classroom goal structure and academic buoyancy in two groups of students (strong and weak). The statistical population of this study included the students of psychology from University of Zanjan in the academic year 2015-16. Of these, two groups including 34 and 33 students of psychology were selected. This research was conducted with an experimental approach. For more control of the experiment conditions, 16 strong first-group students (lessons of statistics) and 16 poor-grade students (lessons of physiological psychology) were taught in assessment for learning, and 16 poor grade students first-group students (lessons of statistics) and 16 strong second group students (lessons of physiologic psychology) were taught in a normal way. Multivariate analysis of variance was used to analyze the data. The results showed that assessment for learning is effective in reducing the avoidance goal structure and increasing the academic buoyancy of the students. The significance of the effect of classroom assessment showed a better performance when students are faced with assessment for learning. Also significant interactive effect showed that the influence of formative assessment on the classroom goal structure and academic buoyancy among poor students was more than that of strong students.


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