Self-regulation of assessment beliefs and attitudes: A review of the Students' Conceptions of Assessment inventory

Self-regulation of assessment beliefs and attitudes: A review of the Students' Conceptions of Assessment inventory

• Brown, Gavin T. L. Hong Kong Institute of Education

Educational Psychology, 31(6), 731-748, 2011

Routledge

2011

• L 教育測量及評鑑
  • LC 學業成績測量
• N 學生與學生服務
  • NC 學生特徵和境況；學生意見與態度、學生適應問題

Self Regulation Assessment Belief Academic Achievement Student Achievement Perceptions Perspective Motivation Classroom Feedback Power Psychology

• New Zealand
• German
• Hong Kong
• United States

• 1997.7 onwards

• 中學教育

How students understand, feel about and respond to assessment might contribute significantly to learning behaviour and academic achievement. This paper reviews studies that have used a relatively new self-reported survey questionnaire (Students' Conceptions of Assessment - SCoA) about student perceptions and understandings of assessment. Confirmatory factor analyses and structural equation modelling results have shown, consistent with self-regulation theory, that the SCoA inventory has meaningful relations with academic performance among New Zealand high school students. Further, German, Hong Kong, American, and New Zealand studies have shown that the SCoA has relations to motivational constructs (e. g. effort, learning strategies, interest, self-efficacy and anxiety) that are also consistent with self-regulation. The SCoA inventory extends our understanding of how student conceptions of assessment are an integral part of self-regulation and provide a warrant for use in research studies investigating test-taker responses to assessment practices and innovations at both university and high school levels.
[Copyright of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/01443410.2011.599836]

• 英文

期刊論文

• 01443410

• 10.1080/01443410.2011.599836

https://bibliography.lib.eduhk.hk/tc/bibs/ad294800

2014-07-11