dc.contributor.author |
Brown, Gavin |
en |
dc.contributor.author |
Hirschfeld, GHF |
en |
dc.date.accessioned |
2015-03-10T00:23:50Z |
en |
dc.date.issued |
2007 |
en |
dc.identifier.citation |
Australian Journal of Educational and Developmental Psychology, 2007, 7 pp. 63 - 74 |
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dc.identifier.issn |
1446-5442 |
en |
dc.identifier.uri |
http://hdl.handle.net/2292/24799 |
en |
dc.description.abstract |
A study of New Zealand secondary school students using four self-report inventories of conceptions of assessment found four robust independent measurement models. Four structural models mapped the conceptions of assessment to mathematics achievement taking into account student ethnicity and student sex. The conceptions that assessment makes students accountable and was beneficial for students loaded positively on achievement, while the conceptions that assessment is fun and assessment is ignored had negative loadings on achievement. These findings are consistent with selfregulation theory and formative assessment, suggesting that students who use assessment to take responsibility for their learning by using assessment formatively will attain increased mathematics outcomes. |
en |
dc.description.uri |
http://www.newcastle.edu.au/group/ajedp/current.html |
en |
dc.relation.ispartofseries |
Australian Journal of Educational and Developmental Psychology |
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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. |
en |
dc.rights.uri |
https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm |
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dc.title |
Students, conceptions of assessment and mathematics achievement: Evidence for the power of self-regulation. |
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dc.type |
Journal Article |
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pubs.begin-page |
63 |
en |
pubs.volume |
7 |
en |
pubs.author-url |
http://www.newcastle.edu.au/__data/assets/pdf_file/0017/100358/v7-brown-hirschfeld.pdf |
en |
pubs.end-page |
74 |
en |
dc.rights.accessrights |
http://purl.org/eprint/accessRights/RestrictedAccess |
en |
pubs.subtype |
Article |
en |
pubs.elements-id |
140776 |
en |
pubs.org-id |
Education and Social Work |
en |
pubs.org-id |
Learning Development and Professional Practice |
en |
pubs.record-created-at-source-date |
2010-09-01 |
en |