Queensland teachers’ conceptions of assessment: The impact of policy priorities on teacher attitudes

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

doi:10.1016/j.tate.2010.08.003

Cited by 123 publications

(98 citation statements)

References 41 publications

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“…Krzywacki et al, 2011;Riggan & Oláh, 2011;Suurtamm et al, 2010;Veldhuis et al, 2013;Veldhuis & Van den HeuvelPanhuizen, 2014b). Furthermore, the teachers with these two profiles generally agreed that assessment is useful for improving teaching and for enhancing learning, which was also found in several other countries (Brown, 2004(Brown, , 2009Brown, Lake et al, 2011).…”

Section: Discussionsupporting

confidence: 61%

“…in Australia: Brown, Lake, & Matters, 2011;in New Zealand: Brown, 2004;in India: Brown, Chaudhry, & Dhamija, 2015;in China: Brown, Kennedy, Fok, Chan, & Yu, 2009;Chen & Brown, 2016) revealed that teachers in general, mathematics teachers included, tend to embrace the idea of using assessment to improve teachers' instruction and students' learning by the provision of quality information for making instructional decisions. Furthermore, a later study carried out in New Zealand by Brown (2009) showed that having improvement-orientated assessment beliefs can predict teachers' increased assessment practice.…”

Section: Literature Review Teachers' Assessment Practice and Beliefsmentioning

confidence: 99%

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Chinese Primary School Mathematics Teachers’ Assessment Profiles: Findings from a Large-Scale Questionnaire Survey

Zhao

Heuvel–Panhuizen

Veldhuis

2017

Int J of Sci and Math Educ

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This study investigated Chinese primary school mathematics teachers' views on assessment in an effort to determine their assessment profiles. A large-scale questionnaire survey with 1101 teachers from 12 Chinese provinces and regions was carried out. The teachers reported to use assessment on a daily or weekly basis for different purposes. They recognized the importance of assessing different types of skills and knowledge and considered assessment useful for improving teaching and learning. To determine teachers' assessment profiles, we used several latent variable modeling techniques. With exploratory factor analyses, we identified eight factors in the teachers' responses: general instructional decision-making assessment purposes [1], specific instructional decision-making assessment purposes [2], assessment methods [3], diversity of assessment problem format [4], importance of assessing skills and knowledge [5], importance of assessing extra-curricular skills [6], Perceived usefulness [7], and acceptance of assessment [8]. When these factors were used to interpret the results of a latent class analysis, three distinct assessment profiles could be distinguished. One fifth of the teachers were in the Enthusiastic assessors profile. These teachers not only reported to use assessment frequently [3, 4] and purposefully [1, 2], but also highly endorsed its importance [5, 6] and usefulness [7, 8]. Around half of the teachers were in the Mainstream assessors profile; these teachers scored close to the mean on all factors. The remaining teachers held the relatively negative views on assessment and were

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Section: Discussionsupporting

confidence: 61%

Section: Literature Review Teachers' Assessment Practice and Beliefsmentioning

confidence: 99%

Chinese Primary School Mathematics Teachers’ Assessment Profiles: Findings from a Large-Scale Questionnaire Survey

Zhao

Heuvel–Panhuizen

Veldhuis

2017

Int J of Sci and Math Educ

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“…Tal y como venimos diciendo, un fructífera y reciente línea de investigación es la que estudia las concepciones sobre el proceso de evaluación del aprendizaje (Atjonen, 2014;Azis, 2012;Brown, 2003, 2004, Brown y Hirschfeld, 2008Brown y Remesal, 2012;Brown, Lake y Matters, 2011;Chen, Morris y Mansour, 2012;Fives y Gill, 2014;Harris y Brown, 2008Winterbottom et al, 2008; entre otros).…”

Section: Las Investigaciones Sobre Concepciones De Evaluación Una Reunclassified

Las Concepciones sobre el Proceso de Evaluación del Aprendizaje de los Estudiantes / Conceptions about Assessment Process of Students’ Learning

Hidalgo¹,

Murillo²

2017

reice

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La evaluación de los estudiantes es una de las prácticas docentes que más inciden en el aprendizaje y desarrollo de los estudiantes, especialmente porque determina su vida presente y futura. Numerosos estudios han evidenciado la relación entre cómo evalúan los docentes y sus concepciones sobre evaluación. Fruto de su importancia, el estudio de las concepciones de evaluación va adquiriendo fuerza en las últimas décadas. Por ello, el presente estudio busca profundizar en los estudios actuales que se centran en conocer las concepciones sobre evaluación. Para lograr dicho objetivo hemos estructurado el artículo en tres partes. En primer lugar, ahondamos en la definición de las concepciones y su concreción en el ámbito educativo y evaluativo. En segundo lugar, revisamos las investigaciones de concepciones sobre evaluación en cuatro direcciones: a) los tipos de concepciones, b) los factores que inciden en su diversidad, c) la relación entre las concepciones y la práctica evaluativa y d) otras investigaciones sobre concepciones. Por último, cerramos el presente trabajo con unas reflexiones acerca de lo que hemos aprendido de los estudios analizados relacionados con las concepciones sobre evaluación así como la propuesta de futuras líneas de investigación centradas en aquello que aún nos queda por saber de las creencias implícitas sobre la evaluación del aprendizaje de los estudiantes. Descriptores: Evaluación de Estudiantes, Concepciones, Concepciones sobre evaluación, Práctica evaluativaStudents' Assessment is one of the teaching practices which most affect into learning and development of students, especially because it determines their present and future life. Numerous studies have demonstrated the relationship between how teachers assess and their conceptions about teacher' assessment. As a result of its importance, the study of assessment' conceptions has gained strength in recent decades. Therefore, the present study seeks to deepen into the present studies that focus on knowing the conceptions about assessment. To achieve this goal, we have structured the paper into three parts. Firstly, we delve into the definition of conceptions and their concreteness in the educational and evaluative field. Secondly, we review the group of researches on assessment' conceptions in four directions: a) types of conceptions, b) factors that affect this diversity, c) the relationship between conceptions and assessment practice, and d) other studies related to conceptions. Finally, we close the present work with some personal reflections about what we have learned from the studies analyzed related to assessment' conceptions as well as to propose future lines of research centered on what still remains to be known about implicit beliefs of students' learning' assessment.

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“…A recent study by Brown, Lake and Matters (2011) noted that teacher attitudes and preconceptions are important to implementation choices. This study was built upon Brown's (2004) prior work which used survey questions to allow teachers to self-report their opinions of LSA.…”

Section: The Role Of Teacher Attitudes In Professional Practicesmentioning

confidence: 99%

The impact of teacher attitudes and beliefs about large-scale assessment on the use of provincial data for instructional change

Copp

2016

EPAA

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Abstract:In the quest to improve measured educational outcomes national governments across the The Organisation for Economic Co-operation and Development (OECD) and beyond have instituted large-scale assessment (LSA) policies in their public schools. Controversy almost universally follows the implementation of such testing, related to such topics as: a) the uncertain quality of the tests themselves as psychometrics measures; b) the uses to which the data can and should be put; c) the unintended consequences of test-preparation activities and resulting score inflation; and d) the effects of high-stakes tests on students. Debates of this nature naturally involve and impact the attitudes and opinions of teachers related to their collection and use of these data. This paper examines the impact of these attitudes using both the qualitative and quantitative data from a large-scale research study on Canadian provincial assessment. Data were collected from nation-wide teacher surveys as well as interviews with teachers, administrators and district-level staff. Results show that teacher attitudes about these assessments are strongly correlated to classroomlevel instructional change. Three attitudinal factors have significant effects on teaching (to) the provincial curricula, yet none significantly affects the use of less constructive instructional strategies also known as 'teaching to the test.' Specifically, the belief that large-scale assessment data have Education Policy Analysis Archives Vol. 24 No. 109 2 more appropriate uses and the belief that these data could lead to school improvement were significant factors in facilitating change. The implications of these findings are profound in that large-scale assessment policy cannot succeed even by its own standards without more buy in from teaching professionals. Keywords: Teacher attitudes, teaching to the test, large-scale assessment, reactivity, Canadian provincial assessment, data-informed decision making El impacto de las actitudes y creencias de los profesores sobre la evaluación a gran escala y el uso de los datos provinciales de cambios en la instrucción Resumen: Para mejorar los resultados educativos Organización de los gobiernos nacionales para la Cooperación y el Desarrollo Económico (OCDE) estableció la evaluación a gran escala de las políticas (LSA) en sus escuelas públicas. La controversia por lo general sigue estas pruebas debido a: a) la calidad incierta de las pruebas psicométricas como medidas; b) los usos previstos y deseados de los datos; c) las consecuencias no deseadas de las actividades de preparación de la prueba y la inflación resultante puntuación; y d) los efectos de las pruebas de gran importancia en los estudiantes. Estos debates afectan las actitudes y opiniones de los profesores sobre la recopilación y uso de estos datos. Este artículo examina el impacto de estas actitudes que utilizan tanto la cualitativa y cuantitativa de datos a partir de un estudio de investigación a gran escala sobre la evaluación de cada provincia del Canadá. Los res...

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Queensland teachers’ conceptions of assessment: The impact of policy priorities on teacher attitudes

Cited by 123 publications

References 41 publications

Chinese Primary School Mathematics Teachers’ Assessment Profiles: Findings from a Large-Scale Questionnaire Survey

Chinese Primary School Mathematics Teachers’ Assessment Profiles: Findings from a Large-Scale Questionnaire Survey

Las Concepciones sobre el Proceso de Evaluación del Aprendizaje de los Estudiantes / Conceptions about Assessment Process of Students’ Learning

The impact of teacher attitudes and beliefs about large-scale assessment on the use of provincial data for instructional change

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