Evaluating and Comparing Singaporean and Taiwanese Eighth Graders' Conceptions of Science Assessment

Autor/inn/en	Lin, Tzung-Jin; Tan, Aik-Ling; Lee, Min-Hsien; Tsai, Chin-Chung
Titel	Evaluating and Comparing Singaporean and Taiwanese Eighth Graders' Conceptions of Science Assessment
Quelle	In: Research in Science & Technological Education, 35 (2017) 4, S.391-408 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0263-5143
DOI	10.1080/02635143.2017.1318363
Schlagwörter	Comparative Analysis; Student Attitudes; Grade 8; Foreign Countries; Science Instruction; Middle School Students; Formative Evaluation; Summative Evaluation; Questionnaires; Junior High School Students; Science Tests; Statistical Analysis; Factor Analysis; Factor Structure; Gender Differences; Singapore; Taiwan + Suchen Sie Ihr Suchwort? Schülerverhalten; School year 08; 8. Schuljahr; Schuljahr 08; Ausland; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Fragebogen; Junior High Schools; Sekundarstufe I; Statistische Analyse; Faktorenanalyse; Faktorenstruktur; Geschlechterkonflikt; Singapur
Abstract	Background: Researchers have indicated that assessment practices and methods should support learners' construction of meaningful understanding of knowledge. Understanding students' conceptions of assessment will enable us to construct more realistic, valid and fair assessments. Learners' conceptualization of assessment would be imperative to serve as an essential reference to evaluate their learning progress. Purpose: This study evaluated and compared the Singaporean and Taiwanese middle school students' conceptions of science assessment. Within-country gender comparisons were also explored. Sample: 424 Taiwanese and 333 Singaporean eighth graders were invited for a cross-country comparison. Design and methods: The participants completed a questionnaire named Conceptions of Science Assessment. Results: The findings showed that the summative assessment dominates in the Taiwanese classrooms, while formative and summative assessment are usually perceived in Singaporean classrooms. The Singaporean students had a greater tendency than their Taiwanese counterparts to perceive the purpose of assessment as a way of reproducing knowledge, and the formative assessment as improving learning, problem-solving, and critical judgment. No gender differences were found among either the Singaporean or the Taiwanese students. Conclusions: Educators in both countries should provide learners with more opportunities to experience process-oriented science assessment activities and de-emphasize the usage of examinationoriented practices to achieve the sophistication of conceptions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01