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1 APRIL 2022
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ВОСПИТАНИЕ НОВОГО ПОКОЛЕНИЯ В ЭПОХУ ГЛОБАЛЬНОГО ПРЕОБРАЗОВАНИЯ
RAISING A NEW GENERATION IN ERA OF GLOBAL TRANSFORMATION •
1 APRIL 2022
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Students' views or viewpoints on examinations may be linked to the way they approach higher education
learning, according to four previous studies. However, little attention has been paid to how college students
perceive assessments and the meanings and motivations they identify with them throughout their academic
careers.
The majority of past research on students' assessment beliefs has taken place in secondary schools. In
addition, an alternate scale should be developed to reflect all of the students' viewpoints on evaluation.
Existing research suggests offering social, peer group and language learning support for students'
academic needs. However, there is a paucity of research that explains undergraduate students' effective
academic adaptation to higher education. This shows that factors impacting undergraduate students'
academic learning in higher education should be examined.
Self-determination contributes to desired learning outcomes such as engagement, self-regulation,
increased performance, and perseverance, according to Noels, Pelletier, Clément, and Vallerand (2003). When
students have self-determination in the classroom, they are more likely to complete work and participate
in classroom activities. One of the most crucial academic responsibilities in the classroom is classroom
assessment. As a result, students' motivational beliefs may have an impact on their adaptive attitudes
toward assessment tasks.
Students' ability to self-regulate their learning is related to how they understand tests in particular
(Brown, 2011; Paris & Paris, 2001).
Students' evaluative views may help them take responsibility for their learning, persevere in their
efforts, be aware of their learning process, and create mastery-oriented goals, which are all hallmarks of
self-regulated learning (Paris & Paris, 2001). As a result, it's assumed that adaptive assessment beliefs are
closely tied to students' learning habits. As a result, self-directed learning could help international students
adjust to their new academic environment.
Assessments are significant in students' second language learning since they are used to monitor
competence levels and provide language learning feedback.
When students believe that assessments encourage them to apply their knowledge to real-world
circumstances, acquire varied abilities, and provide long-term advantages, they are favorably associated to
their learning (Sambell, McDowell, & Brown, 1997).
The association between students' perceptions or beliefs regarding evaluation and their learning results
has begun to be recognized by educational scholars (Hirschfeld & Brown, 2009). Students' attitudes about
assessments (e.g., their assessment beliefs) are strongly linked to their learning method and improved
learning outcomes (Brown, 2011; Brown & Hirschfeld, 2007, 2008; Brown, Irving, Peterson, & Hirschfeld,
2009; Hirschfeld & Brown, 2009).
Furthermore, for secondary pupils, adaptive assessment judgments are strongly linked to self-control
(Brown, 2011). As a result, understanding students' perspectives on evaluation allows us to better understand
how and what they learn (e.g., whether they use deep or surface level learning strategies) (Struyven, Dochy,
& Janssens, 2005).
In second language acquisition, assessment-related teaching and learning might be regarded as
washback (Messick, 1996). Washback has been defined as a natural propensity for teachers and students to
adjust their learning behaviors in response to assessment demands (Buck,1988), or as the amount to which
the assessment influences teachers' and learners' behaviors and attitudes as educational consequences
(Buck,1988) (Alderson & Wall, 1993). Washback influences how students prepare for large-scale second
language assessments, which can have both negative and positive consequences for second language
learners (Brown & Abeywickrama, 2010; Chapelle, Enright, & Jamieson, 2011), particularly undergraduate
students preparing to study in foreign universities in Uzbekistan.
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