Literaturnachweis - Detailanzeige
| Autor/inn/en | Brown, Gavin; Harris, Lois |
|---|---|
| Titel | Student Conceptions of Assessment by Level of Schooling: Further Evidence for Ecological Rationality in Belief Systems |
| Quelle | In: Australian Journal of Educational & Developmental Psychology, 12 (2012), S.46-59 (14 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1446-5442 |
| Schlagwörter | Factor Analysis; Factor Structure; Student Attitudes; Elementary School Students; High School Students; Statistical Significance; Student Evaluation; Foreign Countries; Questionnaires; Measures (Individuals); New Zealand |
| Abstract | Student beliefs about assessment may vary according to the level of schooling. The "Students Conceptions of Assessment" version 6 (SCoA-VI) inventory elicits attitudes towards four beliefs (assessment: improves teaching and learning, measures external factors, has affective impact/benefit, is irrelevant). Using multi-group confirmatory factor analysis, responses of primary (n = 100) and high school students (n = 134) revealed statistically significant mean score differences. The older students agreed less with improvement, affect/benefit, and external factors conceptions and more with the irrelevance conception. This study provides further evidence that student beliefs about assessment are consistent with how assessment is used in their school environments. (Contains 3 tables and 1 figure.) (As Provided). |
| Anmerkungen | University of Newcastle. School of Education, Callaghan, NSW 2308, Australia. e-mail: ajedp@newcastle.edu.au; Web site: http://www.newcastle.edu.au/group/ajedp |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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