Teachers' conceptions of assessment: implications for policy and professional development

By Gavin T. L. Brown. 2004

519 citations recorded by the source corpus.

Subfields: Education, Information Systems and Management

View Paper: https://www.semanticscholar.org/paper/fec32f6fd9cc7e4354cb7c4403a99b16d79c55b1

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Citations in the corpus

The complexity of teachers’ conceptions of assessment: tensions between the needs of schools and students (2009, methodology): “Formal qualifications are only issued during the final three years of New Zealand schooling; however, school and student accountability measures are still common.”
A Scale for Measuring Teachers' Mathematics-Related Beliefs: A Validity and Reliability Study (2017, unknown): “Studies related to beliefs (i.e. Beswick, 2005; Brown, 2004; Charalambous, Philippou, & Kyriakides, 2002; Genc, 2005; Op’t Eynde & De Corte, 2003; Tatto et al., 2008; Van Zoest, Jones, & Thornton, 1994) are used to develop the questionnaire items.”
Approaches to Classroom Assessment Inventory: A New Instrument to Support Teacher Assessment Literacy (2016, methodology): “Brown (2004) and his later work with colleagues (e.”
Multi-level model of contextual factors and teachers’ assessment practices: an integrative review of research (2015, methodology): “One of the major directions within COA has been the work by Brown (2004, 2006) to understand the variety of ways that teachers conceptualise assessment, and the associated antecedents and consequences of such COAs.”
Language assessment literacy: what do we need to learn, unlearn, and relearn? (2020, background): “Brown (2004) and his later co-authors (e.g., Brown & Harris, 2009; Brown & Hirschfeld, 2008; Brown, Hui, Flora, & Kennedy, 2011) employed the Teachers’ Conceptions of Assessment (COA) questionnaire to specify New Zealand primary school teachers’ and managers’ priorities based on four purposes of…”
A Review of Empirical Evidence About School Size Effects: A Policy Perspective (2009, background): “Of these studies, 1 (Brown, 2004) examined teachers’ attitudes toward the purposes for assessment and the second (Duncan & Noonan, 2007) was concerned with secondary teachers’ attitudes and practices related to student grading and assessment.”
Reconceptualising the role of teachers as assessors: teacher assessment identity (2017, methodology): “The additional search process resulted in 18 new scales from 10 publications, providing a further 312 items for analysis (Brown, 2004; Dellinger et al., 2008; James & Pedder, 2006; Leighton, Gokiert, Cor, & Heffernan, 2010; Lysaght & O’Leary, 2013; Panadero, Brown, & Courtney, 2014; Pat-El, Tillema,”
Assessment for student improvement: understanding Hong Kong teachers’ conceptions and practices of assessment (2009, methodology): “It was also expected that Hong Kong teachers would associate, unlike New Zealand and Queensland teachers, student accountability conceptions and examination preparation practices with educational improvement conceptions.”
Primary teachers' attitudes, intentions and practices regarding formative assessment (2015, methodology): “The scale development procedure was guided by DeVellis' (2012) instruction and item crafting was guided by Ajzen's (2002a) principles for TPB scale construction.”
Unintended Consequences of using Tests to Improve Learning: How Improvement-Oriented Resources Heighten Conceptions of Assessment as School Accountability (2009, methodology): “Logically, it would be expected that a policy that prioritizes the educational improvement purpose for assessment, as in the case of New Zealand (Ministry of Education, 1994), would lead to teachers who were strongly committed to the notion of assessment for improvement (Brown, 2004b).”
Teachers’ approaches to classroom assessment: a large-scale survey (2016, unknown): “and colleagues (Brown, 2004; Brown & Harris, 2009; Brown, Hui, Yu, & Kennedy, 2011; Hirschfeld & Brown, 2009) used his Teachers’ Conceptions of Assessment (COA) survey to identify four constructs related to the purposes of assessment: (a) improvement of teaching and learning, (b) school accountabili”
Teachers' Conceptions of Assessment in Chinese Contexts: A Tripartite Model of Accountability, Improvement, and Irrelevance. (2011, background): “Development was carried out in New Zealand with primary school teachers (Brown, 2004) and replicated with Queensland primary teachers (Brown, 2006).”
Secondary school students' conceptions of assessment and feedback (2008, background): “Therefore, unlike Brown’s (2004) study with teachers, none of the students accepted that poor achievement could be a result of their own efforts (or lack thereof).”
Searching for stages of teacher's skills in assessment (2014, background): “Another line of research brings forward other factors besides teacher competence that impact upon the effectiveness of assessment practice, such as the role of the classroom assessment culture (Shepard, 2000) and teachers’ perceptions and beliefs (Brown, 2004; Pajares, 1992) as well as the formative”
U.S. teachers' conceptions of the purposes of assessment (2017, methodology): “Brown (2004, 2006) includes a fourth conception of assessment (the contention that assessment is irrelevant to teaching and learning) which we placed outside of our continuum (Barnes et al., 2015).”