Assessment policy and practice effects on New Zealand and Queensland teachers' conceptions of teaching

Brown, Gavin; Lake, Robert L.; Matters, Gabrielle

doi:10.1080/02607470802587152

Cited by 32 publications

(23 citation statements)

References 23 publications

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“…Empirical research on teachers' beliefs and perceptions aims to study beliefs in a wide variety of contexts and to discover the underlying factors that constrain or facilitate these beliefs to be translated into practice. In line with this, cross-cultural research suggest that teachers' conceptions of assessment differ across contexts and these differences reflect teachers' internalization of their society's cultural priorities and practices (Barnes, Fives & Dacey, 2015;Brown, Lake, & Matters, 2009, 2011. Thus, it appears that understanding assessment in the Malaysian tertiary context would provide further insights into cross-cultural differences in teachers' conceptions of assessment reported in the literature.…”

Section: Problem Statementmentioning

confidence: 82%

Malaysian Instructors’ Assessment Beliefs in Tertiary ESL Classrooms

Elshawa¹,

Abdullah²,

Rashid³

2017

IJELS

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Language assessment can be a valuable tool for providing information regarding language teaching. Given the importance of assessment that has undergone much change, there are important issues that warrant investigation, particularly those related to language instructors. Understanding the assessment beliefs of ESL instructors, especially at the tertiary level, is important since it can help improve the quality of assessment practices as well. Therefore, this study investigated English language instructors’ assessment beliefs in the Malaysian context. This study adopted a cross-sectional research design. The survey method was utilized to collect data from six Malaysian universities using a purposive sampling strategy. English language instructors (n=83) were selected via purposive sampling for the study. Findings of the study revealed that English language instructors believed that the purpose of assessment was to improve teaching and learning. Regarding the assessment beliefs that are related to the assessment purposes, analyses of data showed that the items that received the highest percentage of agreement were diagnosing strength and weaknesses in students, providing information about students’ progress and providing feedback to students as they learn, respectively. Although they reported using both formal and informal assessment of their students’ work, English language instructors relied heavily on paper and pencil assessment while giving more weightage on formative assessment. The majority of English language instructors reported employing marking schemes for the courses they taught, carrying out sample marking and providing feedback. Finally, English language instructors reported using different types of assessments for every language skill taught in their language unit/center. The findings highlight the fact that English instructors should be more empowered in their role as the assessors of students. Their knowledge about what, how, when to assess should be developed through long professional development courses; one-shot workshops or seminars would not be enough to improve instructors’ assessment literacy.

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Section: Problem Statementmentioning

confidence: 82%

Malaysian Instructors’ Assessment Beliefs in Tertiary ESL Classrooms

Elshawa¹,

Abdullah²,

Rashid³

2017

IJELS

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“…There is evidence that teachers' assessment techniques and practices are influenced by their beliefs about the nature and purpose of assessment (Brown, 2009;Coll & Remesal, 2009;Delandshere & Jones, 1999). There is also evidence that teacher belief systems differ from society to society in that teachers' conceptions tend to be consistent with the policy and cultural priorities of any jurisdiction Brown, Lake, & Matters, 2009, 2011.…”

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confidence: 99%

Prospective Teachers' Conceptions of Assessment: A Cross-Cultural Comparison

Brown

Remesal

2012

Span. j. psychol.

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This paper examines the responses of two samples of prospective teachers (New Zealand, n = 324; and Spain, n = 672) to the Teachers' Conceptions of Assessment inventory (English and Spanish respectively). The inventory captures four major intentions for assessment (i.e., improvement, irrelevance, school and student accountability). The conceptions of prospective teachers about the nature and purpose of assessment are relevant, given that (a) much educational assessment is carried out in classrooms; and (b) prospective teachers enter the teacher education programs with significant prior school experience of assessment as pupils. Results of confirmatory factor analysis indicated that the original model was inadmissible and that the best-fitting revised model was only configurally invariant between the two samples. It would appear that lack of teaching experience results in different responses for prospective teachers to those of practicing teachers. Moreover, differences in societal and cultural priorities for assessment use most likely explain the lack of invariance between samples.

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“…In addition, Kember (1997) suggested the possibility for teachers to simultaneously hold opposite beliefs and to experience changes in their beliefs along the spectrum over time. As the result of a mixture of contextual influences, teachers' beliefs, instead of staying firmly in one place, are more likely to lie at different points along the continuum (Brown et al, 2009). As Belo et al (2014) pointed out, these beliefs cannot be presented simply as a dichotomy between teacher-centeredness and student-centeredness, since teachers may hold opposing beliefs as a result of their awareness of the students and the features of the course.…”

Section: Literature Reviewmentioning

confidence: 99%

Spanish language teachers’ pedagogical beliefs in Chinese universities

Lu¹,

Xiao²,

Tao³

2020

CLAC

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Understanding teachers’ beliefs is critical to improving educational practice. There is a significant need for research on foreign language teachers’ pedagogical beliefs, as these can exert an influence on students’ learning outcomes. This study draws on Kember’s (1997) theorization of teaching beliefs to explore the beliefs of Spanish language teachers regarding their pedagogy in Chinese universities. Twenty teachers from the Spanish departments in eight Chinese universities were recruited as participants, and a Q-methodology analysis with supplementary interview data identified three types of pedagogical beliefs: “integrated capacity-building”, “ELE learning outcome-focused”, and “social interaction-focused”. The findings suggest that ELE teachers in China no longer subscribe to the traditional teaching methodology which places themselves at the class center, and have instead progressed along a continuum from teacher-centeredness to student-centeredness. With a novel focus on Spanish teachers’ beliefs in Chinese universities, this study provides insights into the teaching of languages other than English (LOTEs) in China, and helps to expand the methodological repertoire in the field of linguistic research.

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Assessment policy and practice effects on New Zealand and Queensland teachers' conceptions of teaching

Cited by 32 publications

References 23 publications

Malaysian Instructors’ Assessment Beliefs in Tertiary ESL Classrooms

Malaysian Instructors’ Assessment Beliefs in Tertiary ESL Classrooms

Prospective Teachers' Conceptions of Assessment: A Cross-Cultural Comparison

Spanish language teachers’ pedagogical beliefs in Chinese universities

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