dc.contributor.author |
Harris, LR |
en |
dc.contributor.author |
Brown, Gavin |
en |
dc.date.accessioned |
2014-10-22T19:54:10Z |
en |
dc.date.issued |
2009 |
en |
dc.identifier.citation |
Assessment in Education: Principles, Policy and Practice, 2009, 16 (3), pp. 365 - 381 |
en |
dc.identifier.issn |
0969-594X |
en |
dc.identifier.uri |
http://hdl.handle.net/2292/23307 |
en |
dc.description.abstract |
Teachers’ conceptions of assessment are important as they shape their usage of assessment practices. This study used a phenomenographic approach to examine the various purposes a sample of 26 New Zealand teachers ascribed to assessment. Seven purposes were discussed: compliance, external reporting, reporting to parents, extrinsically motivating students, organising group instruction, teacher use for individualising learning, and joint teacher‐student use for individualising learning. This study showed that teachers held complex conceptions of assessment and described using different assessments for differing purposes. It highlighted how teachers must consider divergent stakeholder interests when selecting assessments for students, balancing the needs of the society, the school, and the pupil. The data emphasised the particularly strong tension between what teachers feel is best for students versus what is deemed necessary for school accountability. |
en |
dc.publisher |
Taylor & Francis |
en |
dc.relation.ispartofseries |
Assessment in Education: Principles, Policy and Practice |
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://journalauthors.tandf.co.uk/copyright/assignmentAndYourRights.asp
http://www.sherpa.ac.uk/romeo/issn/0969-594X/ |
en |
dc.rights.uri |
https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm |
en |
dc.title |
The complexity of teachers’ conceptions of assessment: Tensions between the needs of schools and students |
en |
dc.type |
Journal Article |
en |
dc.identifier.doi |
10.1080/09695940903319745 |
en |
pubs.issue |
3 |
en |
pubs.begin-page |
365 |
en |
pubs.volume |
16 |
en |
dc.description.version |
AM - Accepted Manuscript |
en |
dc.rights.holder |
Copyright:
Taylor & Francis |
en |
pubs.end-page |
381 |
en |
dc.rights.accessrights |
http://purl.org/eprint/accessRights/RestrictedAccess |
en |
pubs.subtype |
Article |
en |
pubs.elements-id |
219259 |
en |
pubs.org-id |
Education and Social Work |
en |
pubs.org-id |
Learning Development and Professional Practice |
en |
dc.identifier.eissn |
1465-329X |
en |
pubs.record-created-at-source-date |
2011-08-18 |
en |