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

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

• Brown, Gavin Thomas Lumsden
• Hui, King Fai Sammy The Hong Kong Institue of Education
• Yu, Wai Ming
• Kenndy, Kerry John

International Journal of Educational Research, 50(5), 307-320, 2011

Pergamon Press

2011

• L Educational Measurement & Evaluation
  • LC Academic Achievement Tests

Survey Research Multi-Group Invariance Testing Confirmatory Factor Analysis Educational Assessment Teachers Attitudes Values Beliefs

• Hong Kong
• China

• 1997.7 onwards

• Unknown or Unspecified

The beliefs teachers have about assessment influence classroom practices and reflect cultural and societal differences. This paper reports the development of a new self-report inventory to examine beliefs teachers in Hong Kong and southern China contexts have about the nature and purpose of assessment. A statistically equivalent model for Hong Kong and southern China teachers had three factors (i.e., improvement, accountability, and irrelevance). The Chinese teachers very strongly associated accountability with improvement (r = .80). This is consistent with the Chinese tradition and policy of using examinations to drive teaching quality and student learning and as a force for merit based decisions. Small differences between the two groups of teachers are consistent with assessment policy differences in the two jurisdictions.
[Copyright © 2011 Elsevier Ltd. All rights reserved.]

• English

Journal Articles

• 08830355

https://bibliography.lib.eduhk.hk/bibs/e3c2c033

2015-11-05