Teachers' Conceptions of Assessment in Chinese Contexts: A Tripartite Model of Accountability, Improvement, and Irrelevance.

By Gavin T. L. Brown, S. K. Hui, Flora W.M. Yu, K. Kennedy. 2011

132 citations recorded by the source corpus.

Abstract The beliefs teachers have about assessment influence classroom practices and reflect cultural and societal differences. This paper reports the development of a new self-report inventory to examine beliefs teachers in Hong Kong and southern China contexts have about the nature and purpose of assessment. A statistically equivalent model for Hong Kong and southern China teachers had three factors (i.e., improvement, accountability, and irrelevance). The Chinese teachers very strongly associated accountability with improvement ( r = .80). This is consistent with the Chinese tradition and policy of using examinations to drive teaching quality and student learning and as a force for merit based decisions. Small differences between the two groups of teachers are consistent with assessment policy differences in the two jurisdictions.

Subfields: Education, Information Systems and Management

View Paper: https://www.semanticscholar.org/paper/9acbb9261809248a49d4c077f098e7dd505366ef

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In Information Systems and Management

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.”
Emerging perceptions of teacher quality and teacher development in China (2014, result): “This supports previous research (Wang, 2010; Brown et al., 2011) which has drawn attention to concerns over teachers’ abilities to engage with new concepts, teaching materials and teaching strategies, new forms of student evaluation, new management systems and the need to teach optional subjects.”
Primary teachers' attitudes, intentions and practices regarding formative assessment (2015, unknown): “, attitudes or practices) (e.g., Brown, 2004; Brown et al., 2011; Dixon & Haigh, 2009; Wong, 2014).”