Journal Articles
Teachers’ conceptions of assessment in Chinese contexts: A tripartite model of accountability, improvement, and irrelevance
EdLink- Teachers’ conceptions of assessment in Chinese contexts: A tripartite model of accountability, improvement, and irrelevance
- International Journal of Educational Research, 50(5), 307-320, 2011
- Pergamon Press
- 2011
-
- 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
Recent Journal Articles
L2 English listeners’ perceived comprehensibility and attitudes towards speech produced by L3 English learners from ChinaJournal Articles
School students’ aspirations for STEM careers: The influence of self-concept, parental expectations, career outcome expectations, and perceptions of STEM professionalsJournal Articles
Fundamental movement skills in Hong Kong kindergartens: A grade-level analysisJournal Articles
Teaching visual arts using virtual exhibitions: An investigation of student usage and impact on learningJournal Articles
How language usage affects sojourners’ psychological well-being in a trilingual society: Linguistic acculturation of Mainland Chinese students in Hong KongJournal Articles
The role of cumulative family risks in the relationship between executive functioning and school readinessJournal Articles
Definitions of creativity by kindergarten stakeholders: An interview study based on Rhodes’ 4P modelJournal Articles
Language exposure and Chinese character handwriting among Hong Kong non-Chinese speaking students: The mediating role of academic self-conceptJournal Articles