Queensland teachers’ conceptions of assessment: The impact of policy priorities on teacher attitudes
By Gavin T. L. Brown, R. Lake, Gabrielle Matters. 2011
160 citations recorded by the source corpus.
Abstract The conceptions Queensland teachers have about assessment purposes were surveyed in 2003 with an abridged version of the Teacher Conceptions of Assessment Inventory. Multi-group analysis found that a model with four factors, somewhat different in structure to previous studies, was statistically different between Queensland primary and (lower) secondary teachers. Primary teachers agreed more than secondary teachers that ‘assessment improves teaching and learning’, while the latter agreed more that it ‘makes students accountable’. The inter-correlation of ‘assessment is irrelevant’ to ‘makes students accountable’ was statistically stronger for primary teachers. Teacher beliefs reflected the differing practices of assessment by level of schooling.
Subfields: Education
View Paper: https://www.semanticscholar.org/paper/241dc3eee8a0ca20f51d94423c05d4f1d0348d50
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In Education
Citations in the corpus
- Chinese teachers’ conceptions of assessment for and of learning: Six competing and complementary purposes (2015, methodology): “Brown et al. (2011) utilised a similar inventory as SCNU (2010) but developed a common model to fit the responses of teachers in two major cities of southern China.”
- Multi-level model of contextual factors and teachers’ assessment practices: an integrative review of research (2015, result): “For example, Brown, Lake, and Matters (2011), in a study of primary and secondary teachers from throughout Queensland, found that the teachers’ COA results were very similar regardless of the school type, implying an overall effect of national assessment policies.”