Students' conceptions of assessment: Factorial and structural invariance of the SCoA across sex, age, and ethnicity.

Show simple item record Hirschfeld, GHF en Brown, Gavin en 2014-10-22T04:38:01Z en 2009 en
dc.identifier.citation European Journal of Psychological Assessment, 2009, 25 (1), pp. 30 - 38 en
dc.identifier.issn 1015-5759 en
dc.identifier.uri en
dc.description.abstract Demonstrating factor invariance across population characteristics is an important facet of validating instruments. A new instrument to examine students’ conceptions of assessment (SCoA) has been demonstrated in studies to show significant relations to secondary school students’ academic performance in mathematics and reading. The research reported here investigates the stability of the factor structure and structural relationships to achievement in reading comprehension across student sex, year-level, and ethnicity. Multiple group confirmatory factor analysis found, in a sample of 3,506 students, that the factor structure of the SCoA was invariant. Conversely, statistically significant differences for sex, year, and ethnicity were found for how the conceptions of assessment related to academic performance in reading. These differences between the structural models may not indicate a deficiency in the instrument but, rather, sensitivity to real-world differences among subgroups. The structural differences can be understood in terms of sex differences in approaches to learning, year differences in participation in the New Zealand national qualifications assessment system, and ethnic differences in experience of bias and prejudice in schooling. en
dc.publisher Hogrefe Publishing en
dc.relation.ispartofseries European Journal of Psychological Assessment 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 en
dc.rights.uri en
dc.title Students' conceptions of assessment: Factorial and structural invariance of the SCoA across sex, age, and ethnicity. en
dc.type Journal Article en
dc.identifier.doi 10.1027/1015-5759.25.1.30 en
pubs.issue 1 en
pubs.begin-page 30 en
pubs.volume 25 en
dc.description.version AM - Accepted Manuscript en
dc.rights.holder Copyright: Hogrefe Publishing en
pubs.end-page 38 en
dc.rights.accessrights en
pubs.subtype Article en
pubs.elements-id 71662 en Education and Social Work en Learning Development and Professional Practice en
dc.identifier.eissn 2151-2426 en
pubs.record-created-at-source-date 2010-09-01 en

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