Ecological rationality in teachers' conceptions of assessment across samples from Cyprus and New Zealand |
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| Authors: | Gavin Thomas Lumsden Brown Michalis P Michaelides |
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| Institution: | (1) Department of Psychological Studies, The Hong Kong Institute of Education, 10 Lo Ping Road, Tai Po, New Territories, Hong Kong SAR, China;(2) Educational Research/Measurement and Evaluation, Department of Education Sciences, European University Cyprus, 6, Diogenes Str., Engomi, P.O. Box 22006, 1516 Nicosia, Cyprus |
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| Abstract: | 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. |
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