Queensland teachers’ conceptions of assessment: The impact of policy priorities on teacher attitudes |
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Authors: | Gavin TL Brown Robert LakeGabrielle Matters |
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Institution: | a Department of Psychological Studies, Hong Kong Institute of Education, 10 Lo Ping Road, Tai Po, New Territories, Hong Kong b Novum AVI, Australia c Australian Council for Educational Research, Australia |
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Abstract: | The conceptions Queensland teachers have about assessment purposes were surveyed in 2003 with an abridged version of the Teacher Conceptions of Assessment Inventory. Multi-group analysis found that a model with four factors, somewhat different in structure to previous studies, was statistically different between Queensland primary and (lower) secondary teachers. Primary teachers agreed more than secondary teachers that ‘assessment improves teaching and learning’, while the latter agreed more that it ‘makes students accountable’. The inter-correlation of ‘assessment is irrelevant’ to ‘makes students accountable’ was statistically stronger for primary teachers. Teacher beliefs reflected the differing practices of assessment by level of schooling. |
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Keywords: | Teacher attitudes Attitude measures Assessment Educational policy Queensland |
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