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
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- Hong Kong
- China
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- 1997.7 onwards
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- 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.]
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- English
- Journal Articles
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- 08830355
- https://bibliography.lib.eduhk.hk/en/bibs/e3c2c033
- 2015-11-05
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