Teachers' conceptions of assessment in Chinese contexts: A tripartite model of accountability, improvement, and irrelevance

International Journal of Educational Research

Volumn 50, Issue 5-6, 2011, Pages 307-320

  Brown, Gavin T L ^a   Hui, Sammy K F ^b   Yu, Flora W M ^b   Kennedy, Kerry J ^b  

^a UNIVERSITY OF AUCKLAND   (New Zealand)

^b THE EDUCATION UNIVERSITY OF HONG KONG   (Hong Kong)

Author keywords

Attitudes; Beliefs; Confirmatory factor analysis; Educational assessment; Multi group invariance testing; Survey research; Teachers; Values

Indexed keywords

EID: 84855201319     PISSN: 08830355     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.ijer.2011.10.003     Document Type: Article

References (64)

1. Arbuckle J.L. AMOS (version 17.0.0) [computer program] 2008, Amos Development Corporation, Crawfordville, FL.
2. Assessment Reform Group Assessment for learning: Beyond the black box 1999, University of Cambridge School of Education, Cambridge, UK.
3. Bandalos D.L., Finney S.J. Factor analysis: Exploratory and confirmatory. The reviewer's guide to quantitative methods in the social sciences 2010, 93-114. Routledge, New York. G.R. Hancock, R.O. Mueller (Eds.).
4. Berry R., Adamson B. Assessment reform in education - Policy and practice 2011, Springer, Dordrecht, NL.
5. Black P.J. Testing: Friend or foe? Theory and practice of assessment and testing 1998, Falmer Press, London.
6. Black P., Harrison C., Lee C., Marshall B., Wiliam D. Assessment for learning: Putting it into practice 2003, Open University Press, Maidenhead, UK.
7. Bond M.H., Hwang K.K. The social psychology of Chinese people. The psychology of Chinese people 1986, 213-266. Oxford University Press, Oxford, UK. M.H. Bond (Ed.).
8. Brown, G. T. L. (2001-2003). Teachers' conceptions of assessment (TCoA) inventory (versions 1-3). Unpublished test. Auckland, NZ: University of Auckland.
9. Brown G.T.L. Teachers' conceptions of assessment: Implications for policy and professional development. Assessment in Education: Principles, Policy & Practice 2004, 11(3):301-318.
10. Brown G.T.L. Teachers' conceptions of assessment: Validation of an abridged instrument. Psychological Reports 2006, 99:166-170.
11. Brown G.T.L. Conceptions of assessment: Understanding what assessment means to teachers and students 2008, Nova Science Publishers, New York.
12. Brown G.T.L., Lake R., Matters G. Queensland teachers' conceptions of assessment: The impact of policy priorities on teacher attitudes. Teaching and Teacher Education 2011, 27(1):210-220. 10.1016/j.tate.2010.08.003.
13. Brown G.T.L., Ngan M.Y. Contemporary educational assessment: Practices, principles, and policies 2010, Pearson Education South Asia, Singapore.
14. Brown G.T.L., Kennedy K.J., Fok P.K., Chan J.K.S., Yu W.M. Assessment for improvement: Understanding Hong Kong teachers' conceptions and practices of assessment. Assessment in Education: Principles, Policy and Practice 2009, 16(3):347-363.
15. Byrne B.M., Shavelson R.J., Muthen B. Testing for the equivalence of factor covariance and mean structures - the issue of partial measurement invariance. Psychological Bulletin 1989, 105(3):456-466.
16. Carless D. From testing to productive student learning: Implementing formative assessment in Confucian-Heritage settings 2011, Routledge, London.
17. Chan, J. K. S. (2007, May). We have various forms of assessments but only summative assessments count: Case studies of the implementation of an innovative assessment policy in Hong Kong. Paper presented at the Redesigning Pedagogy: Culture, Knowledge & Understanding Conference.
18. Cheung G.W., Rensvold R.B. Evaluating goodness-of-fit indexes for testing measurement invariance. Structural Equation Modeling 2002, 9(2):233-255.
19. Cheung T.K.-y. An assessment blueprint in curriculum reform. Journal of Quality School Education 2008, 5:23-37.
20. China Civilisation Centre China: Five thousand years of history and civilization 2007, City University of Hong Kong Press, Hong Kong.
21. Cohen J. Statistical power analysis for the behavioral sciences 1977, Academic Press, New York.
22. Costello, A. B., & Osborne, J. W. (2005). Best practices in exploratory factor analysis: Four recommendations for getting the most from your analysis. Practical Assessment Research & Evaluation 10(7) Available online http://www.pareonline.net/pdf/v10n17.pdf.
23. Cumming J.J., Maxwell G.S. Assessment in Australian schools: current practice and trends. Assessment in Education: Principles, Policy & Practice 2004, 11(1):89-108.
24. Fan X., Sivo S.A. Sensitivity of fit indices to model misspecification and model types. Multivariate Behavioral Research 2007, 42(3):509-529.
25. Friedman S.J., Frisbie D.A. The influence of report cards on the validity of grades reported to parents. Educational and Psychological Measurement 1995, 55(1):5-26.
26. Gable R.K., Wolf M.B. Instrument development in the affective domain: Measuring attitudes and values in corporate and school settings 1993, Kluwer Academic Publishers, Boston, MA. 2nd ed.
27. Gao L., Watkins D. Identifying and assessing the conceptions of teaching of secondary school physics teachers in China. British Journal of Educational Psychology 2001, 71(3):443-469.
28. Gao, L., Wang, P., Han, Y., & Cai, Z. (2010, July). Teachers' conceptions of assessment: Developing models for teachers in China. Paper presented at the biannual conference of the International Test Commission.
29. Hamilton L.S., Stecher B.M., Marsh J.A., McCombs J.S., Robyn A., Russell J.L., et al. Standards-based accountability under no Child Left Behind: Experiences of teachers and administrators in three states 2007, RAND Education, Santa Monica, CA.
30. Hattie J. Visible learning: A synthesis of meta-analyses in education 2009, Routledge, London.
31. He, Q., Opposs, D., & Boyle, A. (2010, August). Public perceptions of unreliability in examination results in England: A new perspective. Paper presented at the 36th annual conference of the international association for educational assessment (IAEA).
32. Heaton J.B. Writing English language tests 1975, Longman, London.
33. Hoyle R.H. The structural equation modeling approach: Basic concepts and fundamental issues. Structural equation modeling: Concepts, issues, and applications 1995, 1-15. Sage, Thousand Oaks, CA. R.H. Hoyle (Ed.).
34. Hui, S. K. F. Missing conceptions of assessment: Qualitative studies with Hong Kong curriculum leaders. The Asia-Pacific Education Researcher, in press.
35. Kennedy K.J. Changing schools for changing times: New directions for the school curriculum in Hong Kong 2005, The Chinese University Press, Hong Kong.
36. Kennedy, K. J. (2007, May). Barriers to innovative school practice: A socio-cultural framework for understanding assessment practices in Asia. Paper presented at the redesigning pedagogy-culture, understanding and practice conference. Nanyang Technological University, National Institute of Education, Centre for Research in Pedagogy and Practice.
37. Kennedy K.J., Lee J. Changing schools in Asia: Schools for the knowledge society 2008, Routledge, London.
38. Kennedy K.J., Chan J.K.S., Fok P.K., Yu W.M. Forms of assessment and their potential for enhancing learning: Conceptual and cultural issues. Educational Research for Policy and Practice 2008, 7(3):197-207.
39. Klem L. Structural equation modeling. Reading and understanding more multivariate statistics 2000, 227-260. APA, Washington, DC. L.G. Grimm, P.R. Yarnold (Eds.).
40. Leahy S., Lyon C., Thompson M., Wiliam D. Classroom assessment minute by minute, day by day. Educational Leadership 2005, 63(3):18-24.
41. Lerner J.S., Tetlock P.E. Accounting for the effects of accountability. Psychological Bulletin 1999, 125(2):255-275.
42. Li J. Learning to self-perfect: Chinese beliefs about learning. Revisiting the Chinese learner: Changing contexts, changing education 2009, 35-69. Springer/The University of Hong Kong, Comparative Education Research Centre, Hong Kong. C.K.K. Chan, N. Rao (Eds.).
43. Li W.S., Hui S.K.F. Conceptions of assessment of mainland China college lecturers: A technical paper analyzing the Chinese version of CoA-III. The Asia-Pacific Education Researcher 2007, 16(2):185-198.
44. Little R.J.A., Rubin D.B. Statistical analysis with missing data 2002, John Wiley & Sons, Hoboken, NJ. 2nd ed.
45. Marsh H.W., Hau K.-T., Wen Z. In search of golden rules: Comment on hypothesis-testing approaches to setting cutoff values for fit indexes and dangers in overgeneralizing Hu and Bentler's (1999) findings. Structural Equation Modeling 2004, 11(3):320-341.
46. McCormick J., Shi G. Teachers' attributions of responsibility for their occupational stress in the People's Republic of China and Australia. British Journal of Educational Psychology 1999, 69(3):393-407. 10.1348/000709999157798.
47. Mok M.M.C. Quality assurance and school monitoring in Hong Kong. Educational Research for Policy and Practice 2007, 6(3):187-204.
48. National Research Council Knowing what students know: The science and design of educational assessment 2001, Washington, DC, National Academy Press.
49. Newton P.E. Clarifying the purposes of educational assessment. Assessment in Education: Principles, Policy & Practice 2007, 14(2):149-170.
50. Paine L.W. Chinese teachers' views of time. The nature of time in schools: Theoretical concepts, practitioner perceptions 1990, 138-157. Teachers College Press, New York. M. Ben-Peretz, R. Bromme (Eds.).
51. Pajares M.F. Teachers' beliefs and educational research: Cleaning up a messy construct. Review of Educational Research 1992, 62:307-332.
52. Pong W.Y., Chow J.C.S. On the pedagogy of examinations in Hong Kong. Teaching & Teacher Education 2002, 18(2):139-149.
53. Richardson V., Placier P. Teacher change. Handbook of Research on Teaching 2001, 905-947. AERA, Washington, DC. 4th ed. V. Richardson (Ed.).
54. Shohamy E. The power of tests: A critical perspective on the uses of language tests 2001, Pearson Education, Harlow, UK.
55. Stobart G. The validity of formative assessment. Assessment and learning 2006, 133-146. Sage, London. J. Gardner (Ed.).
56. Thompson A.G. Teachers' beliefs and conceptions: A synthesis of the research. Handbook of research on mathematics teaching and learning 1992, 127-146. MacMillan, New York. D.A. Grouws (Ed.).
57. Torrance H., Pryor J. Investigating formative assessment: Teaching, learning and assessment in the classroom 1998, Open University Press, Buckingham, UK.
58. Vandenberg R.J., Lance C.E. A review and synthesis of the measurement invariance literature: Suggestions, practices, and recommendations for organizational research. Organizational Research Methods 2000, 3(4):4-70.
59. Wang, P. (2010). Research on Chinese teachers' conceptions and practice of assessment [in Chinese] (Unpublished doctoral dissertation). China: South China Normal University Guangzhou.
60. Webb N.L. Assessment of students' knowledge of mathematics: Steps toward a theory. Handbook of research on mathematics teaching and learning 1992, 661-683. Macmillan, New York. D.A. Grouws (Ed.).
61. Werner O., Campbell D.T. Translating, working through interpreters, and the problem of decentering. A Handbook of Method in Cultural Anthropology 1973, 398-420. Columbia University Press, New York. R. Naroll, R. Cohen (Eds.).
62. Wu A.D., Li Z., Zumbo B.D. Decoding the meaning of factorial invariance and updating the practice of multi-group confirmatory factor analysis: A demonstration with TIMSS data. Practical Assessment, Research & Evaluation 2007, 12(3). Available online. http://pareonline.net/getvn.asp%3Fv=12%26n=13.
63. Young L.-C. Regional stereotypes in China. Chinese Studies in History 1988, 21(4):32-57.
64. Yu, W. M., Kennedy, K. J., Fok, P. K., & Chan, K. S. (2006, May). Assessment reform in basic education in Hong Kong: The emergence of assessment for learning. Paper presented at the 32nd annual conference of the international association for educational assessment (IAEA).