dc.contributor.author |
Brown, Gavin |
en |
dc.contributor.author |
Hui, SKF |
en |
dc.contributor.author |
Yu, FWM |
en |
dc.contributor.author |
Kennedy, KJ |
en |
dc.date.accessioned |
2014-10-22T03:41:59Z |
en |
dc.date.issued |
2011 |
en |
dc.identifier.citation |
International Journal of Educational Research, 2011, 50 (5-6), pp. 307 - 320 |
en |
dc.identifier.issn |
0883-0355 |
en |
dc.identifier.uri |
http://hdl.handle.net/2292/23304 |
en |
dc.description.abstract |
The beliefs teachers have about assessment influence classroom practices and reflect cultural and societal differences. This paper reports the development of a new self-report inventory to examine beliefs teachers in Hong Kong and southern China contexts have about the nature and purpose of assessment. A statistically equivalent model for Hong Kong and southern China teachers had three factors (i.e., improvement, accountability, and irrelevance). The Chinese teachers very strongly associated accountability with improvement (r = .80). This is consistent with the Chinese tradition and policy of using examinations to drive teaching quality and student learning and as a force for merit based decisions. Small differences between the two groups of teachers are consistent with assessment policy differences in the two jurisdictions. |
en |
dc.publisher |
Elsevier Science |
en |
dc.relation.ispartofseries |
International Journal of Educational Research |
en |
dc.rights |
Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. Details obtained from http://www.elsevier.com/about/open-access/open-access-policies/article-posting-policy#accepted-author-manuscript
http://www.sherpa.ac.uk/romeo/issn/0883-0355/ |
en |
dc.rights.uri |
https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm |
en |
dc.title |
Teachers' conceptions of assessment in Chinese contexts: A tripartite model of accountability, improvement, and irrelevance |
en |
dc.type |
Journal Article |
en |
dc.identifier.doi |
10.1016/j.ijer.2011.10.003 |
en |
pubs.issue |
5-6 |
en |
pubs.begin-page |
307 |
en |
pubs.volume |
50 |
en |
dc.description.version |
AM - Accepted Manuscript |
en |
dc.rights.holder |
Copyright:
Elsevier Science |
en |
pubs.end-page |
320 |
en |
pubs.publication-status |
Published |
en |
dc.rights.accessrights |
http://purl.org/eprint/accessRights/RestrictedAccess |
en |
pubs.subtype |
Article |
en |
pubs.elements-id |
238721 |
en |
pubs.org-id |
Education and Social Work |
en |
pubs.org-id |
Learning Development and Professional Practice |
en |
dc.identifier.eissn |
1873-538X |
en |
pubs.record-created-at-source-date |
2012-08-04 |
en |