dc.contributor.author |
Brown, Gavin |
en |
dc.contributor.author |
Gao, LB |
en |
dc.coverage.spatial |
China |
en |
dc.date.accessioned |
2015-02-16T22:41:50Z |
en |
dc.date.accessioned |
2017-05-02T03:12:15Z |
en |
dc.date.issued |
2015 |
en |
dc.identifier.citation |
Cogent Education, 2015, 2 (1) |
en |
dc.identifier.uri |
http://hdl.handle.net/2292/32734 |
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 |
http://hdl.handle.net/2292/24542 |
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 http://www.sherpa.ac.uk/romeo/issn/2331-186X/
http://cogentoa.tandfonline.com/page/aboutCogentOA/faqs |
en |
dc.rights.uri |
https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm |
en |
dc.rights.uri |
https://creativecommons.org/licenses/by/4.0/ |
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 |
http://purl.org/eprint/accessRights/OpenAccess |
en |
pubs.subtype |
Article |
en |
pubs.elements-id |
459122 |
en |
pubs.org-id |
Education and Social Work |
en |
pubs.org-id |
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 |