Conceptions of assessment when the teaching context and learner populations matter: Compulsory school versus non-compulsory adult education contexts

Show simple item record Remesal, A en Brown, Gavin en 2015-04-15T01:52:13Z en 2015-09 en
dc.identifier.citation European Journal of Psychology of Education 30(3):331-347 Sep 2015 en
dc.identifier.issn 0256-2928 en
dc.identifier.uri en
dc.description.abstract This paper presents results of a study on teachers’ conceptions of assessment carried out on a sample of 493 teachers of Spanish as Foreign Language from all over the world. At the moment of data collection, the participants were members of an international online teacher community and were teaching at different professional contexts: basic compulsory school, and diverse extra-school teaching contexts, such as language academies and in-company education services. A self-report questionnaire was presented online to the teachers with 40 Likert items capturing their conceptions of assessment and habitual assessment practices. Confirmatory factor analysis was undertaken to contrast the theoretical model of departure. Results reveal a new bifactor model of conceptions of assessment, which we put in contrast with the prevailing literature in the field. More specifically, results point to differences in teachers’ conceptions of assessment depending on four aspects: how assessment affects the teaching process, the learning process, the certification of learning results, and the participants’ accountability to different audiences, such as colleague teachers, families, and the general society. Our results further put forward that the learners population, whether children-adolescents or adults, influences in teachers’ conceptions of assessment. This should lead researchers and practitioners to rethink teachers’ conceptions of assessment in a broader context than it has been considered to date. en
dc.relation.ispartofseries European Journal of Psychology of Education 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 Conceptions of assessment when the teaching context and learner populations matter: Compulsory school versus non-compulsory adult education contexts en
dc.type Journal Article en
dc.identifier.doi 10.1007/s10212-014-0236-3 en
pubs.issue 3 en
pubs.begin-page 331 en
pubs.volume 30 en
dc.description.version AM - Accepted Manuscript en
pubs.end-page 347 en
pubs.publication-status Accepted en
dc.rights.accessrights en
pubs.subtype Article en
pubs.elements-id 457254 en Education and Social Work en Learning Development and Professional Practice en
dc.identifier.eissn 1878-5174 en
pubs.record-created-at-source-date 2014-10-02 en

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