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1.
Gavin Thomas Lumsden Brown Michalis P. Michaelides 《European Journal of Psychology of Education - EJPE》2011,26(3):319-337
Teacher conceptions of assessment are influential mediators of how assessment policy initiatives are implemented in schools.
Four hierarchical, intercorrelated factors (i.e., assessment for improvement, school accountability, and student accountability,
and assessment as irrelevant) of how teachers' conceive of assessment have been reported. However, most studies have been
conducted only in English in jurisdictions with policies of low-stakes testing. This paper extends the research by surveying
249 Greek-Cypriot teachers with a Greek translation of the Teachers' Conceptions of Assessment inventory. Cyprus has a relatively
low-stakes assessment policy during the compulsory school years, suggesting, under the assumption of ecological rationality,
that conceptions would be similar to previous English-language studies. Exploratory factor analysis of the Cyprus data led
to a five-factor solution with 24 items within two inversely correlated second-order factors (i.e., assessment is positive
and negative; r = −0.49). A multigroup nested invariance confirmatory factor analysis found statistical invariance between the Cyprus and
the New Zealand data. Mean score differences were small for two improvement-oriented conceptions, moderate for assessment
that is bad, and large for school accountability and ignoring assessment factors. Similarities and differences in conceptions
appear to reflect commonalities and discrepancies in educational system policies and practices. 相似文献
2.
Gavin T.L. Brown Gerrit H.F. Hirschfeld 《Assessment in Education: Principles, Policy & Practice》2008,15(1):3-17
Students conceive of assessment in at least four major ways (i.e., assessment makes students accountable; assessment is irrelevant because it is bad or unfair; assessment improves the quality of learning; and assessment is enjoyable). A study in New Zealand of 3469 secondary school students’ conceptions of assessment used a self‐report inventory and scores from a standardised curriculum‐based assessment of reading comprehension. Four inter‐correlated conceptions based on 11 items were found with good psychometric properties. A path‐model linking the four correlated conceptions with student achievement in reading, while taking into account student ethnicity, student sex, and student year, had good psychometric properties. The conception that assessment makes students accountable loaded positively on achievement while the three other conceptions (i.e., assessment makes schools accountable, assessment is enjoyable, and assessment is ignored) had negative loadings on achievement. These findings are consistent with self‐regulation and formative assessment theories, such that students who conceive of assessment as a means of taking responsibility for their learning (i.e., assessment makes me accountable) will demonstrate increased educational outcomes. 相似文献
3.
Teachers' conceptions about assessment influence their classroom assessment practices. In this investigation, we examined 179 K-12 teachers' conceptions of the purposes of assessment from a person-centered perspective. An exploratory factor analysis of teachers' responses to the Conceptions of Assessment Instrument yielded a three-factor model: assessment as valid for accountability, improves teaching and learning, and as irrelevant. Next, we used cluster analysis to identify belief profiles of teacher groups: Cluster-1: Moderate, Cluster-2: Irrelevant, Cluster-3: Teaching and Learning. Within and across cluster comparisons revealed significant differences indicating that these are distinct profiles: teachers can, and do, hold multiple beliefs about assessment simultaneously. 相似文献
4.
Gavin W. Fulmer Kelvin H. K. Tan Iris C. H. Lee 《Assessment in Education: Principles, Policy & Practice》2019,26(2):166-183
This study examines teachers’ conceptions of assessment and related contextual factors at the classroom, school and national levels. A representative survey of Singaporean secondary school teachers resulted in a final sample consisting of 229 teachers from 9 secondary schools. Findings on that, teachers endorse views of assessment for school accountability, student accountability and student improvement, but little endorsement of assessment as irrelevance. Teachers report feeling capable and qualified to use assessments, but concerned about how much they are trusted as assessors at school and national levels. Follow-up latent class analysis identified groups of teachers based on their responses to the irrelevance of assessment; teachers who found assessment irrelevant were present across all schools and subjects, but showed lower sense of preparation for assessment, school-level support and importance of academic success in society. 相似文献
5.
How teachers and students deal with assessment practices is largely influenced by the conceptions they hold about the purpose of assessment. This means that, given the current plea for a paradigm shift from Assessment of Learning to Assessment for Leaning with a balance between the formative and summative purposes of assessment, the study of teachers’ and students’ conceptions of the purpose of assessment is of the utmost relevance. In this study Dutch secondary school teachers’ (n = 351) and students’ (n = 712) conceptions of the purpose of assessment were measured using a translation of the teachers’ conceptions of assessment questionnaire and a translated and shortened version of the students’ conceptions of assessment questionnaire. Maximum Likelihood factor analyses resulted in four teacher and five student conceptions of the purpose of assessment. The results indicate that the teachers in our sample did not distinguish between formative and summative purposes of assessment. They did discern classroom assessment (formative as well as summative) from school accountability. In addition, they conceive assessment as being of bad (in terms of measurement errors) or good quality. In contrast with the teachers, students do make a distinction between the formative and summative purpose of assessment. They also refer to school accountability and the affects that assessment triggers in them as further purposes of assessment. 相似文献
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Contemporary educational accountability systems, including state‐level systems prescribed under No Child Left Behind as well as those envisioned under the “Race to the Top” comprehensive assessment competition, rely on school‐level summaries of student test scores. The precision of these score summaries is almost always evaluated using models that ignore the classroom‐level clustering of students within schools. This paper reports balanced and unbalanced generalizability analyses investigating the consequences of ignoring variation at the level of classrooms within schools when analyzing the reliability of such school‐level accountability measures. Results show that the reliability of school means cannot be determined accurately when classroom‐level effects are ignored. Failure to take between‐classroom variance into account biases generalizability (G) coefficient estimates downward and standard errors (SEs) upward if classroom‐level effects are regarded as fixed, and biases G‐coefficient estimates upward and SEs downward if they are regarded as random. These biases become more severe as the difference between the school‐level intraclass correlation (ICC) and the class‐level ICC increases. School‐accountability systems should be designed so that classroom (or teacher) level variation can be taken into consideration when quantifying the precision of school rankings, and statistical models for school mean score reliability should incorporate this information. 相似文献
8.
Henrik Hegender 《Scandinavian Journal of Educational Research》2013,57(2):151-171
The aim of this study was to scrutinize the assessment of teacher knowledge in a school‐based course at one Swedish pre‐service teacher education program. In a general education school‐based course, teacher educators visited the student teachers at their school placements and met them and their school mentors in student‐teaching conferences to assess their teacher knowledge. The findings primarily show that the assessment procedures are influenced by teacher educators’ organization of the school visits and conferences. Secondly, the organization of the school visits and conferences influences who the potential and actual assessors at the conferences can be and are. Thirdly, the assessed student teacher knowledge at the conferences is described as procedural knowledge in a knowledge‐in‐practice perspective, almost exclusively in the area of relational, emotional, and caring learning objectives and aspects of teaching activities. Fourthly, the findings show that propositional knowledge in a knowledge‐for‐practice perspective is hardly mentioned or assessed. 相似文献
9.
Derek Cheung 《Research in Science & Technological Education》2013,31(2):153-169
School‐based assessment of science students' practical skills has two important roles—as a complement to written papers in public examinations and as a catalyst for enriching the science curriculum in schools. This article describes a quantitative study of the concerns chemistry and biology teachers experience as they engage in the process of implementation of a school‐based assessment scheme for practical work. A 23‐item questionnaire was developed to measure five categories of teacher concern: evaluation, information, management, consequence and refocusing. The nature of each category of teacher concern is discussed in relation to innovation adoption and implementation. Data were collected from 400 chemistry and 412 biology teachers in Hong Kong. Teachers' information and management concerns lessened in intensity when they became experienced users of a school‐based assessment scheme. However, teaching experience alone could not motivate teachers to think more about the impact of school‐based assessment on student learning, their professional development in student assessment and the possible refinements in their school‐based assessment scheme. Concerns‐based interventions are suggested to help teachers grow professionally. 相似文献
10.
Paul Boxer Dara Musher‐Eizenman Eric F. Dubow Stephanie Danner Donna M.L. Heretick 《Psychology in the schools》2006,43(3):331-344
This article describes qualitative and quantitative assessment based on responses of 221 teachers from nine elementary schools in two districts (urban and suburban) to inform plans for reducing and preventing student aggression. Teachers' perceptions of students' aggressive behavior and beliefs were validated against students' self‐reports and archival disciplinary data. Using a brief survey, we found district‐ and grade‐level differences in teachers' perceptions of students' aggressive behavior and aggression supporting cognitions. Teacher reports on these two constructs each uniquely predicted teacher perceptions of the degree to which student aggression interferes with their jobs. Focus‐group interviews with teachers were used to elaborate on individual‐cognitive and ecological school factors related to student aggression, including procedures for handling aggression. The importance of teacher reports is highlighted, and implications for school program development are considered. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 331–344, 2006. 相似文献
11.
Susan M. Brookhart 《Educational Measurement》2011,30(1):3-12
The 1990 Standards for Teacher Competence in Educational Assessment of Students ( AFT, NCME, & NEA, 1990 ) made a documentable contribution to the field. However, the Standards have become a bit dated, most notably in two ways: (1) the Standards do not consider current conceptions of formative assessment knowledge and skills, and (2) the Standards do not consider teacher knowledge and skills required to successfully work in the current accountability and “standards‐based reform” context. This article briefly reviews the 1990 Standards and their influence, describes some other lists of assessment knowledge and skills that might be considered in updating them, and then proposes educational assessment knowledge and skills for teachers that reflect current teacher assessment needs. This set of competencies should help focus the work of teachers, teacher supervisors, professional developers, teacher educators, and others responsible for teachers’ assessment knowledge and skills. 相似文献
12.
ABSTRACTAssessment is a major component of education, significant in directing what is identified as valued student learning. This paper is framed within an understanding of imperative and exhortative policy. Two paradigmatically different, and potentially contesting, assessment policy directions in Australian education – educational accountability to monitor school and teacher performance, and teacher assessment practices to improve learning (assessment for learning [AfL] or formative assessment) – are examined for their impact on teacher professionalism. Both approaches have official endorsement in Australian policy. Mandated participation in national tests is indicative of educational accountability assessments under national direction. While also endorsed nationally, AfL implementation is reliant on state and territory direction. Our examination reveals tensions in the alignment of both policies. This is evident in the impact of accountability assessment on AfL implementation, in particular, teachers’ understandings of valued assessment evidence. We conclude that a paradigmatic shift to support student learning in Australian schools is a policy imperative that includes the need for professional development and learning support for teachers. 相似文献
13.
Teachers today face high stress that can compromise their well‐being, longevity in the profession, and the quality of their interactions with students. Pre‐referral interventions, which address individual student difficulties before consideration for special education, may help buffer teacher stress through student interventions and team support. Yet, little is known about how teacher stress changes across pre‐referral interventions. This study followed 33 elementary education teachers prospectively through their participation in a pre‐referral intervention team (PIT) program. Hierarchical linear modeling indicated that, across the pre‐referral process, teachers felt less distress related to referred students' needs, termed “dyadic stress.” Teachers' dyadic stress was partially accounted for by student progress on referral concerns. Teachers' experience of PIT support was also linked to reductions in stress and lower dyadic stress after pre‐referral interventions were implemented. The findings have implications for how school practitioners consult with teachers. © 2009 Wiley Periodicals, Inc. 相似文献
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Student teachers' learning about subject matter and pedagogy in education for sustainable development 总被引：1，自引：3，他引：1
This article reports on an investigation of student teachers’ learning about education for sustainable development (ESD). Phenomenographic data were collected using open proformas and interviews from student geography teachers taking the University of Oxford Post‐Graduate Certificate in Education (PGCE) in 2003–2004. The data analysis focuses on what the cohort of student teachers perceived as their learning about ESD and the sources that contribute to it. Extracts from the data illustrate their conceptions of subject matter, regarding the relevance of sustainable development for school students, its complex and contested meanings, and the challenges it presents for learning and learners. Data on conceptions of pedagogy illustrate their depth of learning about the relationship between ESD subject matter and approaches and strategies in teaching and learning, and features of pedagogy that illustrate interactive teaching strategies. Various school and university‐based sources were identified by the student teachers as leading to specific aspects of learning about ESD, although many of the accounts illustrate a combination of sources. Implications of the findings for teacher education and research in ESD are also discussed. 相似文献
16.
Robert L. Mendro 《Journal of Personnel Evaluation in Education》1998,12(3):257-267
This article is part of a set of papers generated from a keynote presentation by Dr. Jack Frymier at the 1997 CREATE annual meeting. Dr. Frymier dealt with several reasons, that, as he saw it, invalidate the use of student achievement data in teacher accountability systems. This article first notes problems with Dr. Frymier's conception of accountability. Next, it summarizes some of the recent evidence showing the strong connection between school and teacher effectiveness measures and student achievement. It then notes some of the benefits of school and teacher effectiveness measures external to their function as measures of performance. Next, policy issues arising from the use of student data and the associated research are considered. Finally, it concludes with some cautions about using effectiveness measures in teacher accountability systems. 相似文献
17.
Matthew Militello Jason Schweid Stephen G. Sireci 《Educational Assessment, Evaluation and Accountability》2010,22(1):29-52
Recent legislative and local school accountability efforts have placed a premium on the collection, analysis, and use of student
assessment data for educational improvement. As a result, schools have sought assessments that will provide additional information
about student performance. In response, a burgeoning boon industry formed—formative educational assessment systems. In this
study we describe how districts search for and acquire formative assessment systems to meet their needs. We focus on three
school districts that adopted three different formative assessment systems. Our findings suggest the fit between a system’s
characteristics and a school district’s intended use is the most important consideration in instituting a successful formative
assessment system that will have a positive impact on teacher education and student learning. 相似文献
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19.
Thomas Radinger 《European Journal of Education》2014,49(3):378-394
With increasing school autonomy, often coupled with greater accountability requirements, school leaders are increasingly responsible for new human resource management tasks. Policies to improve the teaching workforce, therefore, cannot do without policies to improve the school leadership profession. Teachers' effectiveness depends, among others, on effective school leaders who shape teachers' working environment and influence their motivations. Furthermore, as recent research indicates, school leaders are the second most important school-level factor affecting, even if mainly indirectly through their influence on teachers, student learning after classroom instruction. Considering the role school leaders play for the effective school-level management of teachers and for teaching and learning through their pedagogical leadership, it is essential that school leaders are adequately prepared and supported for their role. As part of their school reform programmes, more and more countries have been introducing a range of evaluation and assessment policies to improve school, school leadership and teaching practices. The individual appraisal of schools leaders and teachers is a key component of evaluation and assessment policies. This article explores if, and how, individual school leader appraisal can develop school leaders' pedagogical leadership, a key element of which is teacher management. It analyses the policy approaches of several European countries and the extent to which formal frameworks in these countries focus on developing pedagogical leadership. The article concludes with ideas for policy to strengthen appraisal as a tool to improve school leaders' practices and behaviours and their competencies for pedagogical leadership and teacher management. 相似文献
20.
Arthur L. Odom Elizabeth R. Stoddard Steven M. LaNasa 《International Journal of Science Education》2013,35(11):1329-1346
We report on the construction and application on an instrument entitled the “Science Achievement Influences Survey” to assess combined effects of student attitudes about science, peer interaction, and home support, and the frequency of student‐centred and teacher‐centred instructional practices on student achievement. Controlling for pre‐test content knowledge, results indicated that student‐centred teaching practices have a positive association with student achievement (p < .01; i.e., group experiments) and a negative association with teacher‐centred teaching practices (p < .01; i.e., copying notes). Additionally, student attitudes about science were positively associated with student‐centred teaching practices (p < .01) and negatively associated with teacher‐centred teaching practices (p < .01). Most significantly, this study documents the predicted gains in science achievement associated with frequency of specific instructional practices used by middle‐school science teachers. Especially noteworthy and significant is the finding that near‐daily implementation of group experiments and reduction of extensive note‐copying during class yield the greatest positive impact on student achievement. Outside of school, peer interaction and home support were not significantly associated (p > .05) with student achievement. The student sample included 611 middle‐school science students with a wide range of socioeconomic and cultural backgrounds. 相似文献