Conceptions of Assessment: Investigating What Assessment Means to Secondary and University Teachers

Autor/in	Hidri, Sahbi
Titel	Conceptions of Assessment: Investigating What Assessment Means to Secondary and University Teachers
Quelle	In: Arab Journal of Applied Linguistics, 1 (2016) 1, S.19-43 (25 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2490-4198
Schlagwörter	College Faculty; Secondary School Teachers; Teacher Attitudes; English (Second Language); Second Language Learning; Second Language Instruction; Accountability; Factor Analysis; Misconceptions; Evaluation Methods; Foreign Countries; Student Evaluation; Student Attitudes; Language Tests; Goodness of Fit; Tunisia + Suchen Sie Ihr Suchwort? Fakultät; Lehrerverhalten; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Verantwortung; Faktorenanalyse; Missverständnis; Ausland; Schulnote; Studentische Bewertung; Schülerverhalten; Language test; Sprachtest; Tunesien
Abstract	The overriding objective of this study was to investigate secondary and university teachers' assessment conceptions in an EFL context using a four-factor ("Student Accountability", "School Accountability", "Improvement" and "Irrelevance") teachers' conceptions of assessment (TCoA) inventory (Brown, 2006). Data of the study were collected by a questionnaire administered to secondary school (n=336) and university (n=206) teachers. Factor analyses (exploratory factor analysis (EFA), parallel analysis (principal component analysis (PCA)), dimension analysis (SPSS R-Menu v.2.0) and confirmatory factor analysis (CFA)) using SPSS v. 22.0 and AMOS v. 21.0 were examined. Results delineated a three-factor model ("Accountability", "Improvement" and "Irrelevant") with an endorsement of and a significant relationship between "Accountability" and "Improvement". The ecological relationship between factors and indicators denoted teachers' misconceptions about assessment. Implications for future research on TCoA in similar-related contexts were also discussed. (As Provided).
Anmerkungen	Faculty of Human and Social Sciences of Tunis, Tunisia. 94 BD du 9 Avril Tunis 1007, Tunisia. Tel: 216-71564797; Fax: 216-567551; Web site: http://www.arjals.com/ojs/index.php/Arjals2016
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01