Multi-level model of contextual factors and teachers’ assessment practices: an integrative review of research

Fulmer, Gavin W.; Lee, Iris C. H.; Tan, Kelvin

doi:10.1080/0969594x.2015.1017445

Cited by 78 publications

(80 citation statements)

References 62 publications

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“…Other researchers have reported interview, focus group, and survey studies using different frameworks than that used by Brown. Consequently, major reviews of the research into teacher conceptions of assessment (Barnes et al, 2015;Fulmer et al, 2015;Bonner, 2016;Brown, 2016) have made it clear that teachers are aware of and react to the strong tension between using assessment for improved outcomes and processes in classrooms, and assessment being used to hold teachers and schools accountable for outcomes by employers or funders. The more pressure teachers are under to raise assessment scores, the less likely they are to see assessment as a formative process in which they might discover and experiment with different practices (Brown and Harris, 2009).…”

Section: Conceptions Of Assessmentmentioning

confidence: 99%

Teachers' Conceptions of Assessment: A Global Phenomenon or a Global Localism

2019

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How teachers conceive of the nature and purpose of assessment matters to the implementation of classroom assessment and the preparation of students for high-stakes external examinations or qualifications. It is highly likely that teacher beliefs arise from the historical, cultural, social, and policy contexts within which teachers operate. Hence, it may be that there is not a globally homogeneous construct of teacher conceptions of assessment. Instead, it is possible that a statistical model of teacher conceptions of assessment will always be a local expression. Thus, the objective of this study was to determine whether any of the published models of teacher assessment conceptions could be generalized across data sets from multiple jurisdictions. Research originating in New Zealand with the Teacher Conceptions of Assessment self-report inventory has been replicated in multiple locations and languages (i.e.,

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Section: Conceptions Of Assessmentmentioning

confidence: 99%

Teachers' Conceptions of Assessment: A Global Phenomenon or a Global Localism

2019

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“…Understanding of Pre-service Teachers' CoA In this paper, CoA refers to "a teacher's understanding of the nature and purpose of how students' learning is examined, tested, evaluated, or assessed" (Brown and Gao, 2015, p. 4). Given that teachers' CoA functions as an interpretive and guiding framework to take in assessment knowledge and as a potent mediator of assessment planning and practice within contextual tensions (Fulmer et al, 2015;Deneen and Brown, 2016;Xu and Brown, 2016), continually expanding and deepening CoA is an essential prerequisite for being an assessment-literate teacher. Compared with the bulk of research on in-service teachers' CoA, studies on pre-service teachers' CoA mainly converge on three themes.…”

Section: Literature Reviewmentioning

confidence: 99%

“…In teacher education programs, pre-service teachers' CoAs are found to have changed after they start learning to assess (Smith et al, 2014). Importantly, how teachers conceptualize assessment is found to influence their uptake of assessment knowledge and implementation of assessment practices (Brookhart, 2011;Deneen and Boud, 2014;Barnes et al, 2015;Fulmer et al, 2015). Despite growing recognition of the importance and dynamics of teachers' CoA, the processes and patterns of preservice teachers' CoA change during practicum have not been adequately explored.…”

Section: Introductionmentioning

confidence: 99%

How Pre-service Teachers' Conceptions of Assessment Change Over Practicum: Implications for Teacher Assessment Literacy

2019

Front. Educ.

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Practicum poses great challenges for pre-service teachers who learn to assess because their conceptions of assessment (CoAs) may undergo dramatic changes. This multiple-case study reports on how three pre-service teachers' CoA changed over practicum at a primary school in China. Findings show that pre-service teachers' CoAs have experienced a rapid change from a superficial perception of assessment for academic achievement and moral character development to a more comprehensive understanding of varied assessment purposes, constructs in assessment criteria, feedback, fairness in classroom assessment, and students' involvement in and engagement with assessment. A range of factors are found to have exerted varying degrees of influence on these conception changes, such as personal factor (i.e., agency in assessment), experiential factors [i.e., school-based assessment practices, interactions with students, and (anti-)apprenticeship of observation about assessment], and contextual factors (i.e., mentoring, classroom reality, school assessment culture, and national assessment policy). These findings are discussed in terms of how these changes are diverse but limited, as well as how the mediating factors have exerted differentiated influences in positive or negative ways. This paper concludes with implications for research on teachers' CoAs and professional development for assessment literacy.

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“…Several studies indicated that students' conceptions of assessment affect the quality of learning (Entwistle and Entwistle 1991;Marton and Säljö 1997;Ramsden 1997) underlining the significance of learners' conceptions of assessment. Studies have shown that teachers' conceptions influence the assessment outcomes and practices (Barnes et al 2015;Fulmer et al 2015). In New Zealand, using the structural equation modeling (SEM), Brown and Hirschfeld (2008) studied secondary school students' (n = 3469) conceptions of assessment.…”

Section: Objective and Research Questionsmentioning

confidence: 99%

Postgraduate students’ conception of language assessment

Nimehchisalem

Hussin

2018

Lang Test Asia

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Background: Assessment is an essential part of any learning process; however, it is often disliked by most students. A wealth of research is available on issues on assessment, such as washback effect and test anxiety, and yet we know little about what students conceive of assessment. The objective of this case study was to explore a group of postgraduate students' conception of language assessment. Methods: The participants of this qualitative study were an intact group of postgraduate students (n = 21) who completed two tasks. The first task was creating a metaphor by completing the sentence "A world without assessment is…" and then explaining the metaphor. To fulfil the second task, the participants wrote a short story each related to language assessment. The collected data were analyzed thematically. Results: Interesting metaphors emerged. The metaphors covered four purposes of assessment, including "to guide," "to motivate," "to empower," and "to control" with frequencies of 9, 6, 3, and 3, respectively. For example, assessment was viewed as a map (guide), reward (motivation), driver's license (empowerment), and iron fist (control). In the short stories, the most frequent themes that recurred were "cheating," "test anxiety," and "motivation tool" with frequencies of four each. The themes which were the least frequent were "fair assessment," "promoting learner collaboration," "teaching to the test," and "biased assessment" each occurring only once. Conclusion: The results show that collectively students are well aware of the purposes of assessment but their experiences with assessment illustrate cases of language assessment which indicate room for improvement in the way assessment is understood and administered.

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Multi-level model of contextual factors and teachers’ assessment practices: an integrative review of research

Cited by 78 publications

References 62 publications

Teachers' Conceptions of Assessment: A Global Phenomenon or a Global Localism

Teachers' Conceptions of Assessment: A Global Phenomenon or a Global Localism

How Pre-service Teachers' Conceptions of Assessment Change Over Practicum: Implications for Teacher Assessment Literacy

Postgraduate students’ conception of language assessment

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