Abstract:
Teacher beliefs about the purpose of assessment matter to how assessment is implemented in classroom settings. Two different teacher conceptions of assessment inventories have originated separately in Spain and New Zealand. This study examined (a) the extent to which the models for each inventory could be recovered and (b) the relationship between inventories. Responses were obtained from 566 Ecuadorian primary and secondary teachers in two rounds of surveying. Results showed that with a few modifications both the Spanish and New Zealand models fit the data. Mean scores were strongest for improvement, caution, and societal control factors. Factor inter-correlations between the Spain and New Zealand models indicated that the teaching, certifying, and accounting domains were moderately correlated with accountability and improvement purposes, while societal control correlated with caution, and formative regulation correlated with irrelevance. These results are consistent with how teachers seem to conceive of assessment within strong examination systems.
