Low-Performing Jordanian Postsecondary Students: What are their Beliefs Concerning the Classroom Assessment Practices of their Instructors?

In this study, we investigated the beliefs of low-performing (high-risk) postsecondary students in the Hashemite Kingdom of Jordan concerning the assessment practices of their instructors. Data were collected from 77 students identified by their colleges as low achieving in terms of their grade-point average (GPA). We employed the Student Perceptions of Assessment Practices Inventory (SPAP), a self-report instrument with 30 Likert-type items. Results indicate low-performing students believe their instructors focus their assessment on three main areas: Expectations, the Communication of Assessment Practices, and Organizational Assessment Practices. Moreover, we found evidence suggesting low-performing students believe their instructors more often rely on traditional, paper-andpencil tests than on alternative assessment methods. Results also indicate there is no relationship between student gender, subject area (college), and beliefs concerning assessment practices.