Students' Conceptions of Assessment: Links to Outcomes

Autor/inn/en	Brown, Gavin T. L.; Hirschfeld, Gerrit H. F.
Titel	Students' Conceptions of Assessment: Links to Outcomes
Quelle	In: Assessment in Education: Principles, Policy & Practice, 15 (2008) 1, S.3-17 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0969-594X
Schlagwörter	Reading Comprehension; Curriculum Based Assessment; Reading Achievement; Outcomes of Education; Foreign Countries; Psychometrics; Secondary School Students; Student Surveys; Student Attitudes; Questionnaires; Self Disclosure (Individuals); Student Educational Objectives; Student Motivation; New Zealand + Suchen Sie Ihr Suchwort? Leseverstehen; Leseleistung; Lernleistung; Schulerfolg; Ausland; Psychometry; Psychometrie; Sekundarschüler; Schülerbefragung; Schülerverhalten; Fragebogen; Schulische Motivation; Neuseeland
Abstract	Students conceive of assessment in at least four major ways (i.e., assessment makes students accountable; assessment is irrelevant because it is bad or unfair; assessment improves the quality of learning; and assessment is enjoyable). A study in New Zealand of 3469 secondary school students' conceptions of assessment used a self-report inventory and scores from a standardised curriculum-based assessment of reading comprehension. Four inter-correlated conceptions based on 11 items were found with good psychometric properties. A path-model linking the four correlated conceptions with student achievement in reading, while taking into account student ethnicity, student sex, and student year, had good psychometric properties. The conception that assessment makes students accountable loaded positively on achievement while the three other conceptions (i.e., assessment makes schools accountable, assessment is enjoyable, and assessment is ignored) had negative loadings on achievement. These findings are consistent with self-regulation and formative assessment theories, such that students who conceive of assessment as a means of taking responsibility for their learning (i.e., assessment makes me accountable) will demonstrate increased educational outcomes. (Contains 4 tables, 1 figure and 1 note.) (Author).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10