dc.contributor.author |
Brown, Gavin |
en |
dc.contributor.author |
Remesal, A |
en |
dc.date.accessioned |
2015-02-13T02:15:57Z |
en |
dc.date.accessioned |
2015-06-10T04:52:16Z |
en |
dc.date.issued |
2012 |
en |
dc.identifier.citation |
Spanish Journal of Psychology, 2012, 15 (1), pp. 75 - 89 (15) |
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dc.identifier.issn |
1138-7416 |
en |
dc.identifier.uri |
http://hdl.handle.net/2292/25830 |
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dc.description.abstract |
This paper examines the responses of two samples of prospective teachers (New Zealand, n = 324; and Spain, n = 672) to the Teachers’ Conceptions of Assessment inventory (English and Spanish respectively). The inventory captures four major intentions for assessment (i.e., improvement, irrelevance, school and student accountability). The conceptions of prospective teachers about the nature and purpose of assessment are relevant, given that (a) much educational assessment is carried out in classrooms; and (b) prospective teachers enter the teacher education programs with significant prior school experience of assessment as pupils. Results of confirmatory factor analysis indicated that the original model was inadmissible and that the best-fitting revised model was only configurally invariant between the two samples. It would appear that lack of teaching experience results in different responses for prospective teachers to those of practicing teachers. Moreover, differences in societal and cultural priorities for assessment use most likely explain the lack of invariance between samples. |
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dc.relation.ispartofseries |
Spanish Journal of Psychology |
en |
dc.relation.replaces |
http://hdl.handle.net/2292/24502 |
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dc.relation.replaces |
2292/24502 |
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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. Details obtained from http://journals.cambridge.org/images/fileUpload/documents/SJP_ctf.pdf
http://journals.cambridge.org/action/displaySpecialPage?pageId=4608
http://www.sherpa.ac.uk/romeo/issn/1138-7416/ |
en |
dc.rights.uri |
https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm |
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dc.title |
Prospective teachers' conceptions of assessment: A cross-cultural comparison |
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dc.type |
Journal Article |
en |
dc.identifier.doi |
10.5209/rev_SJOP.2012.v15.n1.37286 |
en |
pubs.issue |
1 |
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pubs.begin-page |
75 |
en |
pubs.volume |
15 |
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dc.description.version |
AM - Accepted Manuscript |
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dc.identifier.pmid |
22379699 |
en |
pubs.end-page |
89 |
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pubs.publication-status |
Published |
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dc.rights.accessrights |
http://purl.org/eprint/accessRights/OpenAccess |
en |
pubs.subtype |
Article |
en |
pubs.elements-id |
219209 |
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pubs.org-id |
Education and Social Work |
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pubs.org-id |
Learning Development and Professional Practice |
en |
dc.identifier.eissn |
1988-2904 |
en |
pubs.record-created-at-source-date |
2012-08-04 |
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pubs.dimensions-id |
22379699 |
en |