Student conceptions of assessment by level of schooling: Further evidence for ecological rationality in belief systems

Australian Journal of Educational and Developmental Psychology

Volumn 12, Issue , 2012, Pages 46-59

  Brown, Gavin ^a   Harris, Lois ^b  

^a UNIVERSITY OF AUCKLAND   (New Zealand)

^b CENTRAL QUEENSLAND UNIVERSITY   (Australia)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84863889743     PISSN: None     EISSN: 14465442     Source Type: Journal    
DOI: None     Document Type: Article

References (58)

1. Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Processes, 50, 179-211.
2. Ajzen, I. (2005). Attitudes, personality and behavior (2nd ed.). New York: Open University Press.
3. Ajzen, I., & Madden, T. J. (1986). Predictions of goal-direct behavior: Attitudes, intentions, and perceived behavioural control. Journal of Experimental Social Psychology, 22, 453-474.
4. Arbuckle, J. L. (2008). AMOS (Version 17.0.0) [computer program]. Crawfordville, FL: Amos Development Corporation.
5. Assessment Reform Group. (2002). Testing, motivation, and learning. Cambridge, UK: University of Cambridge Faculty of Education.
6. Bashford, J. (2007). Students' perceptions of the value of different types of teacher feedback. In E. R. Peterson & S. E. Irving (Eds.), Conceptions of assessment and feedback (pp. 32-38). Wellington, NZ: Ministry of Education, NZCER Teaching and Learning Research Initiative.
7. Boekaerts, M., & Cascallar, E. (2006). How far have we moved towards the integration of theory and practice in self regulation? Educational Psychology Review, 18(3), 199-210. doi:10.1007/s10648-006-9013-4
8. Boekaerts, M., & Corno, L. (2005). Self-regulation in the classroom: A perspective on assessment and intervention. Applied Psychology: An international review, 54(2), 199-231.
9. Boomsma, A., & Hoogland, J. J. (2001). The robustness of LISREL modeling revisited. In R. Cudeck, S. Du Toit & D. Sorbom (Eds.), Structural equation modeling: Present and future (pp. 139-168). Lincolnwood, IL: Scientific Software International.
10. Brookhart, S. M., & Bronowicz, D. L. (2003). 'I don't like writing. It makes my fingers hurt': Students talk about their classroom assessments. Assessment in Education, 10(2), 221-242.
11. Brown, G. T. L. (2003-2008). Students' conceptions of assessment (SCoA) inventory (Versions 1-6). Unpublished test. Auckland, NZ: University of Auckland.
12. Brown, G. T. L. (2004a). Measuring attitude with positively packed self-report ratings: Comparison of agreement and frequency scales. Psychological Reports, 94, 1015-1024.
13. Brown, G. T. L. (2004b). Teachers' conceptions of assessment: Implications for policy and professional development. Assessment in Education: Principles, Policy & Practice, 11(3), 301-318.
14. Brown, G. T. L. (2011). Teachers' conceptions of assessment: Comparing primary and secondary teachers in New Zealand. Assessment Matters, 3, 45-70.
15. Brown, G. T. L. & Hirschfeld, G. H. F. (2007). Students' conceptions of assessment and mathematics achievement: Evidence for the power of self-regulation. Australian Journal of Educational and Developmental Psychology, 7, 63-74.
16. Brown, G. T. L., & Hirschfeld, G. H. F. (2008). Students' conceptions of assessment: Links to outcomes. Assessment in Education: Principles, Policy and Practice, 15(1), 3-17.
17. Brown, G. T. L., Irving, S. E., Peterson, E. R., & Hirschfeld, G. H. F. (2009). Use of interactive-informal assessment practices: New Zealand secondary students' conceptions of assessment. Learning & Instruction, 19(2), 97-111.
18. Brown, G. T. L., Kennedy, K. J., Fok, P. K., Chan, J. K. S., & Yu, W. M. (2009). Assessment for improvement: Understanding Hong Kong teachers' conceptions and practices of assessment. Assessment in Education: Principles, Policy and Practice, 16(3), 347-363.
19. Brown, G. T. L., Lake, R., & Matters, G. (2011). Queensland teachers' conceptions of assessment: The impact of policy priorities on teacher attitudes. Teaching and Teacher Education, 27(1), 210-220. doi:10.1016/j.tate.2010.08.003
20. Brown, G. T. L., Peterson, E. R., & Irving, S. E. (2009). Self-regulatory beliefs about assessment predict mathematics achievement. In D. M. McInerney, G. T. L. Brown, & G. A. D. Liem (Eds.) Student perspectives on assessment: What. students can tell us about assessment for learning (pp. 159-186). Charlotte, NC: Information Age Publishing.
21. Butler, D. L., & Winne, P. H. (1995). Feedback and self-regulated learning: A theoretical synthesis. Review of Educational Research, 65(3), 245-281.
22. Byrne, B. M. (1989). Multigroup comparisons and the assumption of equivalent construct validity across groups: Methodological and substantive issues. Multivariate Behavioral Research, 24(4), 503-523.
23. Chen, F., Bollen, K. A., Paxton, P., Curran, P. J., & Kirby, J. B. (2001). Improper solutions in structural equation models: Causes, consequences, and strategies. Sociological Methods & Research, 29(4), 468-508.
24. Cheung, G. W., & Rensvold, R. B. (2002). Evaluating goodness-of-fit indexes for testing measurement invariance. Structural Equation Modeling, 9(2), 233-255.
25. Clark, C., & Peterson, P. (1986). Teachers' thought processes. In M. Wittrock (Ed.), Handbook of research on teaching. (3rd ed., pp. 255-296). New York: MacMillan.
26. Cohen, J. (1992). A power primer. Psychological Bulletin, 112(1), 155-159.
27. Crooks, T. J. (2002). Educational assessment in New Zealand schools. Assessment in Education: Principles, Policy & Practice, 9(2), 237-253.
28. Crooks, T. J. (2010). Classroom assessment in policy context (New Zealand). In B. McGraw, P. Peterson & E. L. Baker (Eds.), The international encyclopedia of education (3rd ed., pp. 443-448). Oxford, UK: Elsevier.
29. Croft, A. C., Strafford, E., & Mapa, L. (2000). Stocktake/evaluation of existing diagnostic tools in literacy and numeracy in English. Wellington, NZ: NZCER.
30. Dempster, A. P., Laird, N. M., & Rubin, D. B. (1977). Maximum likelihood estimation from incomplete data via the EM algorithm (with discussion). Journal of the Royal Statistical Society, Series B, 39(1), 1-38.
31. Durkin, K. (1995). Developmental social psychology: From infancy to old age. Malden, MA: Blackwell Publishers.
32. Fan, X., & Sivo, S. A. (2007). Sensitivity of fit indices to model misspecification and model types. Multivariate Behavioral Research, 42(3), 509-529.
33. Fiske, E. B., & Ladd, H. F. (2000). When schools compete: A cautionary tale. Washington, DC: Brookings Institution Press.
34. Gerbing, D. W., & Anderson, J. C. (1987). Improper solutions in the analysis of covariance structures: Their interpretability and a comparison of alternate respecifications. Psychometrika, 52(1), 99-111.
35. Harris, L. R., Harnett, J., & Brown, G. T. L. (2009). Assessment from students' perspectives: Using pupil drawings to examine their conceptions of assessment. In D. M. McInerney, G. T. L. Brown, & G. A. D. Liem (Eds.) Student perspectives on assessment: What students can tell us about assessment for learning (pp. 53-83). Charlotte, NC: Information Age Publishing.
36. Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112.
37. Hill, M. (2000). Dot, slash, cross: How assessment can drive teachers to ticking instead of teaching. SET: Research information for teachers(1), 21-25.
38. Hirschfeld, G. H. F., & Brown, G. T. L. (2009). Students' conceptions of assessment: Factorial and structural invariance of the SCoA across sex, age, and ethnicity. European Journal of Psychological Assessment, 25(1), 30-38.
39. Klockars, A. J., & Yamagishi, M. (1988). The influence of labels and positions in rating scales. Journal of Educational Measurement, 25(2), 85-96.
40. Lam, T. C. M., & Klockars, A. J. (1982). Anchor point effects on the equivalence of questionnaire items. Journal of Educational Measurement, 19(4), 317-322.
41. Levin, B. (2001). Reforming Education: From Origins to Outcomes. London: RoutledgeFalmer.
42. Li, W. S., & Hui, S. K. F. (2007). Conceptions of assessment of mainland China college lecturers: A technical paper analyzing the Chinese version of CoA-III. The Asia-Pacific Education Researcher, 16(2), 185-198.
43. Marsh, H. W., Hau, K.-T., & Wen, Z. (2004). 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, 11(3), 320-341.
44. Ministry of Education. (1994). Assessment: Policy to practice. Wellington, NZ: Learning Media.
45. Ministry of Education. (2007). The New Zealand Curriculum for English-medium teaching and learning in years 1-13,. Wellington, NZ: Learning Media.
46. Ministry of Education (2010). Ministry of Education Position Paper: Assessment [Schooling Sector]. Wellington, NZ: Ministry of Education.
47. Mizutani, S. (2006, July). Understanding washback of NCEA on the teaching and learning of Japanese-Not as straightforward as you think? Paper presented at the New Zealand Association of Language Teachers (NZALT) Conference, Auckland, New Zealand.
48. Moni, K. B., van Kraayenoord, C. E., & Baker, C. D. (2002). Students' perceptions of literacy assessment. Assessment in Education, 9(3), 319-342.
49. Pintrich, P. R., & Zusho, A. (2002). The development of academic self-regulation: The role of cognitive and motivational factors. In A. Wigfield & J. S. Eccles (Eds.), Development of achievement motivation (pp. 249-284). San Diego: Academic Press.
50. Rae, D. (2007). Types of feedback. In E. R. Peterson & S. E. Irving (Eds.), Conceptions of assessment and feedback (pp. 73-82). Wellington, NZ: Ministry of Education, NZCER Teaching and Learning Research Initiative.
51. Richardson, V. (1996). The role of attitudes and beliefs in learning to teach. In J. Sikula, T. J. Buttery & E. Guyton (Eds.), Handbook of research on teacher education (2nd ed., pp. 102-119). New York: Macmillan.
52. Rieskamp, J., & Reimer, T. (2007). Ecological rationality. In R. F. Baumeister & K. D. Vohs (Eds.), Encyclopedia of Social Psychology (pp. 273-275). Thousand Oaks, CA: Sage.
53. Rotter, J. B. (1982). Social learning theory. In N. T. Feather (Ed.), Expectations and actions: Expectancy-value models in psychology (pp. 241-260). Hillsdale, NJ: Erlbaum.
54. Thompson, A. G. (1992). Teachers' beliefs and conceptions: A synthesis of the research. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 127-146). New York: MacMillan.
55. Vandenberg, R. J., & Lance, C. E. (2000). A review and synthesis of the measurement invariance literature: Suggestions, practices, and recommendations for organizational research. Organizational Research Methods, 3(4), 4-70.
56. Wheelock, A., Bebell, D., & Haney, W. (2000a). Student self-portraits as test-takers: Variations, contextual differences, and assumptions about motivation. Teachers College Record, ID Number: 10635,.
57. Wheelock, A., Bebell, D., & Haney, W. (2000b). What can student drawings tell us about high-stakes testing in Massachusetts? Teachers College Record, ID Number: 10634,.
58. Zimmerman, B. J. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal, 45(1), 166-183.