New Zealand and Louisiana Practicing Teachers' Conceptions of Feedback: Impact of Assessment of Learning Versus Assessment for Learning Policies?

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dc.contributor.author Brown, Gavin en
dc.contributor.author Harris, R en
dc.contributor.author O'Quin, C en
dc.contributor.author Lane, K en
dc.coverage.spatial New Orleans, Louisiana en
dc.date.accessioned 2011-08-17T04:16:36Z en
dc.date.issued 2011 en
dc.identifier.citation AERA - American Educational Research Association, New Orleans, Louisiana, 08 Apr 2011 - 12 Apr 2011. 2011 en
dc.identifier.uri http://hdl.handle.net/2292/7479 en
dc.description.abstract Teacher beliefs about feedback matter since they are responsible for its implementation in classrooms. This paper compares the conceptions of feedback of practicing teachers from two very different jurisdictions (Louisiana, USA, n=308; New Zealand, n=518). Responses to a common research inventory were modelled independently but multi-group confirmatory factor analysis produced inadmissible solutions for both models. Joint factor analysis produced a five-factor solution, which was inadmissible for the Louisiana teachers. Inter-correlations around feedback as teacher-grading exceeded 1.00 for Louisiana teachers; whereas, New Zealand teachers had correlations close to zero for this factor. While both groups of teachers endorsed the notion of feedback for improved learning, differences appear related to contrasting assessment policy frameworks (i.e., high-stakes in Louisiana, low-stakes in New Zealand). en
dc.relation.ispartof AERA - American Educational Research Association 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. en
dc.rights.uri https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm en
dc.title New Zealand and Louisiana Practicing Teachers' Conceptions of Feedback: Impact of Assessment of Learning Versus Assessment for Learning Policies? en
dc.type Conference Item en
dc.rights.holder Copyright: 2011 All Academic Inc. en
pubs.finish-date 2011-04-12 en
pubs.start-date 2011-04-08 en
dc.rights.accessrights http://purl.org/eprint/accessRights/RestrictedAccess en
pubs.subtype Conference Paper en
pubs.elements-id 218875 en
pubs.org-id Education and Social Work en
pubs.org-id Learning Development and Professional Practice en
pubs.record-created-at-source-date 2011-08-17 en


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