Conceptions of Assessment as an Integral Part of Language Learning: A Case Study of Finnish and Chinese University Students

Assessment is viewed as an internal and pivotal part of learning, where cultural factors, previous experiences, and future aspirations affect learners’ perceptions. In recent years, an increasing number of western universities have established their campuses or “dual” programmes in China. In the first Sino–Finnish programme, 293 Finnish and Chinese students participated in the same English for Specific Purposes (ESP) course. This study investigated students’ perceptions of assessment through an adapted version of the “Students’ Conceptions of Assessment” inventory, and it explored if the responses on each conception differ between the groups. The self-report inventory included statements based on four main conceptions of assessment: improvement, external factors, affect/benefit, and irrelevance, while open-ended questions were also included. The analysis of the open-ended questions raised the issues of teacher fairness, learner autonomy, and feedback. Additionally, differences appeared between the role of assessment and its relation to future aspirations, as well as the role of the parents. This study is a starting point for exploring the conceptions for distinct groups of students regarding assessment, providing a better understanding of students’ perceptions and discussing the implications for the language classroom.

Classroom Assessment as Co-Regulated Learning: A Systematic Review

Current conceptions of assessment describe interactive, reciprocal processes of co-regulation of learning from multiple sources, including students, their teachers and peers, and technological tools. In this systematic review, we examine the research literature for support for the view of classroom assessment as a mechanism of the co-regulation of learning and motivation. Using an expanded framework of self-regulated learning to categorize 94 studies, we observe that there is support for most but not all elements of the framework but little research that represents the reciprocal nature of co-regulation. We highlight studies that enable students and teachers to use assessment to scaffold co-regulation. Concluding that the contemporary perspective on assessment as the co-regulation of learning is a useful development, we consider future directions for research that can address the limitations of the collection reviewed.

Economics and accounting teachers’ beliefs about school-based assessment, the summative and formative tension: A mixed method study

<p>The National Certificate of Educational Achievement (NCEA) is New Zealand’s main national qualification for senior secondary school students. A key feature of NCEA is that it allows for more than half of students’ final NCEA grades to be assessed by teachers during the school year through school-based assessment, known as internal assessment. This key role of teachers in awarding qualifications is likely to have an impact on their conceptions of assessment, conceptions of assessment that are not necessarily fixed. In turn, conceptions can influence teaching practice and are likely to have an impact on how teachers implement internal assessment. This thesis uses an explanatory sequential, mixed methods design to investigate a group of economics and accounting teachers’ conceptions of assessment, their practices in relation to NCEA internally-assessed standards, and the influences on those practices. G.T.L. Brown’s (2006) Teachers’ Conception of Assessment Abridged (TCoAIIIA) Inventory was used to investigate the participants’ conceptions of assessment, and interviews were conducted to probe their internal assessment practices and reasons for those practices. The quantitative data were analysed using confirmatory factor analysis which showed an inadmissible fit to G.T.L. Brown’s (2006) model. A subsequent exploratory factor analysis revealed partly similar and partly different dimensions in the data, compared with those previously reported in other studies using the TCoAIIIA. Qualitative data were thematically analysed and when the qualitative and quantitative data were considered together, greater similarities with G.T.L. Brown’s model emerged. Participants revealed four overarching conceptions of assessment: assessment is for learning; assessment is for qualifications; assessment is for accountability; and assessment is detrimental. This finding has reinforced the view that teachers’ conceptions of assessment are ecologically rational in that a distinct conception that probably relates to the role participants play in assessing for NCEA emerged. Despite this role, participants also adhered to the conception that a primary function of assessment is to improve students’ learning; furthermore, they did not support the use of assessment results as a measure of school quality. An implication of this finding is a belief that promoting a school-accountability use of assessment results is likely to be counter-productive to students’ learning. The qualitative findings revealed a complex set of beliefs and practices towards implementing the internally-assessed component of NCEA, and that beliefs were only one influence on teachers’ internal assessment practices. Teachers had to balance their beliefs with the systemic realities of NCEA and their school’s policy requirements, and articulated a tension between the improvement and accountability conceptions of assessment. Moderation processes, procedures and policy encouraged teachers into a cycle of safe rather than innovative internal assessment practice, which means that the original vision for NCEA internal assessment is yet to be realised. There are implications of this finding for professional development, leadership of assessment, and initial teacher education. One such implication is a requirement for professional development that would provide teachers with successful, innovative internal assessment practices, rather than the present approach which focusses on the reliability of marking. Schools’ management needs to take a greater role in leading and encouraging pedagogically sound internal assessment, rather than focussing primarily on agreement rates with NZQA moderators. Initial teacher educators could also introduce student teachers to effective internal assessment practices and to encourage such practices. In addition, attempts to change teachers’ assessment practices need to consider existing conceptions of assessment because beliefs have an impact on practices and may need to be challenged. While there is debate about whether beliefs change practice or vice versa, one cannot be changed without considering the other.</p>

Economics and accounting teachers’ beliefs about school-based assessment, the summative and formative tension: A mixed method study

<p>The National Certificate of Educational Achievement (NCEA) is New Zealand’s main national qualification for senior secondary school students. A key feature of NCEA is that it allows for more than half of students’ final NCEA grades to be assessed by teachers during the school year through school-based assessment, known as internal assessment. This key role of teachers in awarding qualifications is likely to have an impact on their conceptions of assessment, conceptions of assessment that are not necessarily fixed. In turn, conceptions can influence teaching practice and are likely to have an impact on how teachers implement internal assessment. This thesis uses an explanatory sequential, mixed methods design to investigate a group of economics and accounting teachers’ conceptions of assessment, their practices in relation to NCEA internally-assessed standards, and the influences on those practices. G.T.L. Brown’s (2006) Teachers’ Conception of Assessment Abridged (TCoAIIIA) Inventory was used to investigate the participants’ conceptions of assessment, and interviews were conducted to probe their internal assessment practices and reasons for those practices. The quantitative data were analysed using confirmatory factor analysis which showed an inadmissible fit to G.T.L. Brown’s (2006) model. A subsequent exploratory factor analysis revealed partly similar and partly different dimensions in the data, compared with those previously reported in other studies using the TCoAIIIA. Qualitative data were thematically analysed and when the qualitative and quantitative data were considered together, greater similarities with G.T.L. Brown’s model emerged. Participants revealed four overarching conceptions of assessment: assessment is for learning; assessment is for qualifications; assessment is for accountability; and assessment is detrimental. This finding has reinforced the view that teachers’ conceptions of assessment are ecologically rational in that a distinct conception that probably relates to the role participants play in assessing for NCEA emerged. Despite this role, participants also adhered to the conception that a primary function of assessment is to improve students’ learning; furthermore, they did not support the use of assessment results as a measure of school quality. An implication of this finding is a belief that promoting a school-accountability use of assessment results is likely to be counter-productive to students’ learning. The qualitative findings revealed a complex set of beliefs and practices towards implementing the internally-assessed component of NCEA, and that beliefs were only one influence on teachers’ internal assessment practices. Teachers had to balance their beliefs with the systemic realities of NCEA and their school’s policy requirements, and articulated a tension between the improvement and accountability conceptions of assessment. Moderation processes, procedures and policy encouraged teachers into a cycle of safe rather than innovative internal assessment practice, which means that the original vision for NCEA internal assessment is yet to be realised. There are implications of this finding for professional development, leadership of assessment, and initial teacher education. One such implication is a requirement for professional development that would provide teachers with successful, innovative internal assessment practices, rather than the present approach which focusses on the reliability of marking. Schools’ management needs to take a greater role in leading and encouraging pedagogically sound internal assessment, rather than focussing primarily on agreement rates with NZQA moderators. Initial teacher educators could also introduce student teachers to effective internal assessment practices and to encourage such practices. In addition, attempts to change teachers’ assessment practices need to consider existing conceptions of assessment because beliefs have an impact on practices and may need to be challenged. While there is debate about whether beliefs change practice or vice versa, one cannot be changed without considering the other.</p>

Indonesian junior secondary school teachers' conceptions of assessment: A mixed methods study

<p>Understanding teachers’ conceptions of assessment is important because of their influence on teachers’ assessment practices. Despite numerous quantitative studies on teachers’ conceptions and practices of assessment, little research exists regarding the unique assessment environment of Indonesia. This study uses both quantitative and qualitative data to examine how Indonesian junior high school teachers understand assessment, how their conceptions of assessment relate to their assessment practices, and what factors contribute to their conceptions and practices of assessment. This mixed methods study adopted a participant selection model in which quantitative data was analysed to select participants for the qualitative phase. A validated measure of teacher conceptions of assessment was adapted for use in the quantitative phase to explore teacher (N=107) conceptions of whether they thought assessment was for improvement, accountability or whether it was irrelevant. These three criteria were used to select twelve Indonesian teachers for semi-structured interviews and to contribute documents for analysis in the qualitative phase. The Indonesian teachers believed that the purpose of assessment was to improve teaching and learning and also to demonstrate the accountability of students and school. They tended to disagree with the view that assessment is irrelevant. Further analysis of the data revealed that teachers’ conceptions of assessment were conflicted. They were keen to use assessment practices to improve their classroom teaching, but felt that the state-wide examination policy requirements constrained their efforts. These distinctive and conflicting conceptions of assessment held by Indonesian teachers appeared to arise from the interplay of socio-ecological factors including culture and the Indonesian education system. Conceptions of assessment are unique to every setting. These findings highlight that valid measurement of teacher conceptions is likely to require national and regional accommodations based on contextual factors. Furthermore, government, policy makers, and curriculum developers must work to build a strong synergy among themselves in order to share consistent goals with teachers. If cultural expectations of school assessment and government policy were aligned, Indonesian teachers may be better able to resolve conflict between their beliefs and assessment practices.</p>

Indonesian junior secondary school teachers' conceptions of assessment: A mixed methods study

<p>Understanding teachers’ conceptions of assessment is important because of their influence on teachers’ assessment practices. Despite numerous quantitative studies on teachers’ conceptions and practices of assessment, little research exists regarding the unique assessment environment of Indonesia. This study uses both quantitative and qualitative data to examine how Indonesian junior high school teachers understand assessment, how their conceptions of assessment relate to their assessment practices, and what factors contribute to their conceptions and practices of assessment. This mixed methods study adopted a participant selection model in which quantitative data was analysed to select participants for the qualitative phase. A validated measure of teacher conceptions of assessment was adapted for use in the quantitative phase to explore teacher (N=107) conceptions of whether they thought assessment was for improvement, accountability or whether it was irrelevant. These three criteria were used to select twelve Indonesian teachers for semi-structured interviews and to contribute documents for analysis in the qualitative phase. The Indonesian teachers believed that the purpose of assessment was to improve teaching and learning and also to demonstrate the accountability of students and school. They tended to disagree with the view that assessment is irrelevant. Further analysis of the data revealed that teachers’ conceptions of assessment were conflicted. They were keen to use assessment practices to improve their classroom teaching, but felt that the state-wide examination policy requirements constrained their efforts. These distinctive and conflicting conceptions of assessment held by Indonesian teachers appeared to arise from the interplay of socio-ecological factors including culture and the Indonesian education system. Conceptions of assessment are unique to every setting. These findings highlight that valid measurement of teacher conceptions is likely to require national and regional accommodations based on contextual factors. Furthermore, government, policy makers, and curriculum developers must work to build a strong synergy among themselves in order to share consistent goals with teachers. If cultural expectations of school assessment and government policy were aligned, Indonesian teachers may be better able to resolve conflict between their beliefs and assessment practices.</p>

An Exploratory Study of EFL Teachers’ Assessment Conceptions at a Saudi University

Each teacher evaluates students’ learning outcomes in their own way, depending on their own ideas and beliefs about teaching, learning, and assessing. It impacts on how pupils work. As a result, concentrating on instructors’ perspectives in general appears to be vital, and exposing EFL teachers’ evaluation concepts is crucial and requires considerable investigation. The current study examines teachers’ assessment conceptions of English as a foreign language (EFL) at a Saudi University. Specifically, it investigates EFL university teachers’ assessment conceptions using Brown’s (2006) Teachers’ Conceptions of Assessment Abridged Inventory, four-factor assessment inventory conceptions that include variables like student accountability, school accountability, progress, and irrelevance. The survey employed a Likert scale with response options ranging from one (strongly disagree) to five (strongly agree). The researcher gathered the study’s data using Google Forms and administered an online questionnaire to fifteen EFL English teachers in English Language Center at a Saudi University called Afaq University (pseudonym), Saudi Arabia. The obtained quantitative data were analyzed manually by descriptive statistics. The findings demonstrated that of all participants, the enhancement principle had the primary value, whereas the conceptions of irrelevance, on the other hand, were discovered to have the lowest level of agreement. The study presented some pedagogical implications and then concluded with the need for further triangulated exploration of the phenomenon.

An Exploratory Study of EFL Teachers’ Assessment Conceptions at a Saudi University

Each teacher evaluates students’ learning outcomes in their own way, depending on their own ideas and beliefs about teaching, learning, and assessing. It impacts on how pupils work. As a result, concentrating on instructors’ perspectives in general appears to be vital, and exposing EFL teachers’ evaluation concepts is crucial and requires considerable investigation. The current study examines teachers’ assessment conceptions of English as a foreign language (EFL) at a Saudi University. Specifically, it investigates EFL university teachers’ assessment conceptions using Brown’s (2006) Teachers’ Conceptions of Assessment Abridged Inventory, four-factor assessment inventory conceptions that include variables like student accountability, school accountability, progress, and irrelevance. The survey employed a Likert scale with response options ranging from one (strongly disagree) to five (strongly agree). The researcher gathered the study’s data using Google Forms and administered an online questionnaire to fifteen EFL English teachers in English Language Center at a Saudi University called Afaq University (pseudonym), Saudi Arabia. The obtained quantitative data were analyzed manually by descriptive statistics. The findings demonstrated that of all participants, the enhancement principle had the primary value, whereas the conceptions of irrelevance, on the other hand, were discovered to have the lowest level of agreement. The study presented some pedagogical implications and then concluded with the need for further triangulated exploration of the phenomenon.

Chinese secondary school teachers’ conceptions of L2 assessment: A mixed-methods study

Teacher conceptions of assessment influence their implementation of learning-focused assessment initiatives as advocated in many educational policy documents. This mixed-methods study investigated Chinese secondary school teachers’ conceptions of L2 assessment in the context of an exam-oriented educational system which emphasizes English grammar, vocabulary and reading comprehension skills. For the quantitative part of the study, survey data were collected to gauge the conceptions of assessment held by 66 senior secondary EFL teachers from six schools in Eastern China. For the qualitative part, case studies of two teachers from schools with different rankings were conducted. Quantitative results showed that the teacher participants as a group agreed most with the view that assessment is to help learning. However, there was a strong association between two factors, that is, the assessment as accurate for examination and teacher/school control factor, and the assessment as accurate for student development factor. The strong association indicated that it may be less likely for the group of teachers to adopt the formative assessment initiatives emphasizing student development as promoted in the English curriculum reform. Qualitative findings further revealed individual differences in the two case study teachers’ conceptions and practices of assessment as well as the interplay among meso-level (e.g., school factor), micro-level (e.g., student factor), and macro-level (e.g., sociocultural and policy contexts) factors in shaping the teachers’ different conceptions and practices of assessment. A situated approach has been proposed to enhance teachers’ assessment literacy.