U.S. teachers' conceptions of the purposes of assessment |
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| Institution: | 1. School of Educational Leadership, Cyprus International Institute of Management, Nicosia, Cyprus;2. Department of Education, University of Cyprus, Nicosia, Cyprus;3. Faculty of Education, University of Cambridge, Cambridge, UK;4. Faculty of Behavioural and Social Sciences, University of Groningen, Groningen, The Netherlands;1. Freudenthal Institute, Faculty of Science, Utrecht University, Utrecht, The Netherlands;2. Freudenthal Group, Faculty of Social and Behavioural Sciences, Utrecht University, Utrecht, The Netherlands;1. Autonomous University of Madrid, Faculty of Teacher Training and Education, Department of Didactics and Theory of Education, Office III-302, Tomas y Valiente Street, 3 Colmenar Road Km. 15, 28049 Madrid, Spain;2. Autonomous University of Madrid, Faculty of Teacher Training and Education, Department of Didactics and Theory of Education, Office II-102.2, Tomas y Valiente Street, 3 Colmenar Road Km. 15, 28049 Madrid, Spain;1. School of Education, University of Iceland, Iceland;2. Department of Teacher Education, Norwegian University of Science and Technology (NTNU), Norway;3. Faculty of Teacher Education, School of Education, University of Iceland, Iceland |
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| Abstract: | 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. |
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| Keywords: | Practicing teachers Classroom assessment Conceptions of assessment Teacher's beliefs |
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