How Do Dutch Secondary Teachers and Students Conceive the Purpose of Assessment?

Autor/inn/en	Segers, Mien; Tillema, Harm
Titel	How Do Dutch Secondary Teachers and Students Conceive the Purpose of Assessment?
Quelle	In: Studies in Educational Evaluation, 37 (2011) 1, S.49-54 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0191-491X
DOI	10.1016/j.stueduc.2011.03.008
Schlagwörter	Student Evaluation; Measures (Individuals); Secondary School Teachers; Accountability; Foreign Countries; Secondary School Students; Formative Evaluation; Summative Evaluation; Teacher Attitudes; Factor Analysis; Netherlands + Suchen Sie Ihr Suchwort? Schulnote; Studentische Bewertung; Messdaten; Verantwortung; Ausland; Sekundarschüler; Lehrerverhalten; Faktorenanalyse; Niederlande
Abstract	How teachers and students deal with assessment practices is largely influenced by the conceptions they hold about the purpose of assessment. This means that, given the current plea for a paradigm shift from Assessment "of" Learning to Assessment "for" Leaning with a balance between the formative and summative purposes of assessment, the study of teachers' and students' conceptions of the purpose of assessment is of the utmost relevance. In this study Dutch secondary school teachers' (n=351) and students' (n=712) conceptions of the purpose of assessment were measured using a translation of the teachers' conceptions of assessment questionnaire and a translated and shortened version of the students' conceptions of assessment questionnaire. Maximum Likelihood factor analyses resulted in four teacher and five student conceptions of the purpose of assessment. The results indicate that the teachers in our sample did not distinguish between formative and summative purposes of assessment. They did discern classroom assessment (formative as well as summative) from school accountability. In addition, they conceive assessment as being of bad (in terms of measurement errors) or good quality. In contrast with the teachers, students do make a distinction between the formative and summative purpose of assessment. They also refer to school accountability and the affects that assessment triggers in them as further purposes of assessment. (Contains 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10