Chinese teachers' conceptions of assessment for and of learning: Six competing and complementary purposes

Show simple item record Brown, Gavin en Gao, LB en
dc.coverage.spatial China en 2015-02-16T22:41:50Z en 2017-05-02T03:12:15Z en 2015 en
dc.identifier.citation Cogent Education, 2015, 2 (1) en
dc.identifier.uri en
dc.description.abstract As China continues to involve teachers in the implementation of an assessment for learning or formative assessment policy, a clearer understanding of how they conceive of the purposes and functions of assessment is necessary. This paper synthesises eight interview and survey studies which have examined how diverse samples of practicing teachers in China have described the nature and purpose of assessment. Making use of inductive analyses and factor analytic techniques, variations in the constructs identified in teachers’ thinking are identified and aligned across the study methods. Six major constructs were identified, ranging from the positively regarded ideas that assessment develops the personal qualities and academic abilities of students to the more negatively viewed role of assessment for management and inspection of schools. This framework allows better insights into the challenges policy makers might have in involving teachers in an effort to reduce negative consequences associated with high-stakes examination systems. en
dc.language English en
dc.relation.ispartofseries Cogent Education en
dc.relation.replaces en
dc.relation.replaces 2292/24542 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.rights.uri en
dc.title Chinese teachers' conceptions of assessment for and of learning: Six competing and complementary purposes en
dc.type Journal Article en
dc.identifier.doi 10.1080/2331186X.2014.993836 en
pubs.issue 1 en
pubs.volume 2 en
pubs.publication-status Published en
dc.rights.accessrights en
pubs.subtype Article en
pubs.elements-id 459122 en Education and Social Work en Learning Development and Professional Practice en
dc.identifier.eissn 2331-186X en
pubs.number 993836 en
pubs.record-created-at-source-date 2014-10-23 en

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