The Impact of School-Based Assessment for Qualifications on Teachers' Conceptions of Assessment

Autor/inn/en	Yates, Anne; Johnston, Michael
Titel	The Impact of School-Based Assessment for Qualifications on Teachers' Conceptions of Assessment
Quelle	In: Assessment in Education: Principles, Policy & Practice, 25 (2018) 6, S.638-654 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yates, Anne) ORCID (Johnston, Michael)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0969-594X
DOI	10.1080/0969594X.2017.1295020
Schlagwörter	Foreign Countries; Teacher Attitudes; Secondary School Teachers; High Schools; Student Evaluation; Qualifications; High Stakes Tests; Accountability; Influences; Formative Evaluation; Summative Evaluation; New Zealand + Suchen Sie Ihr Suchwort? Ausland; Lehrerverhalten; High school; Oberschule; Schulnote; Studentische Bewertung; Qualifikation; Qualifikationsstufe; Verantwortung; Influence; Einfluss; Einflussfaktor; Neuseeland
Abstract	The Teachers Conceptions of Assessment Inventory was used to investigate New Zealand teachers' beliefs about assessment. The participating sample comprised teachers who work almost exclusively at the senior level of high school and are responsible for school-based assessment programmes that contribute at least 50% of students' final grades towards qualifications. Factor analyses showed that these teachers had conceptions of assessment that were more similar to those of teachers in countries with qualifications systems based on high-stakes examinations than to a more general sample of participants in previous New Zealand research. In particular, there was a strong positive correlation between the formative views of assessment and the view that assessment promotes student accountability. The study revealed ecological influences on teachers' conceptions of assessment, as well as tensions that arise between formative and summative views of assessment, when teachers are responsible for assessment contributing to national qualifications. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01