Unintended Consequences of using Tests to Improve Learning: How Improvement-Oriented Resources

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dc.contributor.author Brown, Gavin en
dc.contributor.author Harris, L en
dc.date.accessioned 2011-08-18T22:28:24Z en
dc.date.issued 2009 en
dc.identifier.citation Journal of MultiDisciplinary Evaluation 6(12):68-91 2009 en
dc.identifier.issn 1556-8180 en
dc.identifier.uri http://hdl.handle.net/2292/7496 en
dc.description.abstract Over the past decade, the New Zealand government has created a set of resources to support teachers’ use of assessment for learning. These include Assessment Tools for Teaching and Learning (asTTle), a software program enabling teachers to create personalized but standardized tests for diagnostic purposes, and Assess to Learn (AtoL), an intensive professional development program. These resources were expected to increase teacher agreement that improvement is the major purpose of assessment. Instead, a 2008 sample of teachers completing the Teacher Conceptions of Assessment questionnaire showed significantly higher agreement that assessment is about school accountability than participants in previous national surveys. Unlike previous surveys, the correlation between school accountability and improvement conceptions was not statistically significant. However, as only the improvement conception predicted the practices teachers used to define assessment (β = .32), it appears that these teachers still saw many of the practices they used in the classroom (e.g. oral and interactive assessments) as improvement-oriented. Interviews with twenty-six of the surveyed teachers identified that while a few saw the new resources as contributing to improvement and accountability purposes, a larger group failed to make that connection. This second group seemed to be unable to accept that tests, an assessment genre traditionally associated with school and student accountability, could be meaningfully used for improvement at the classroom level. These data show that schools and individuals mediate the implementation of any policy initiative and can therefore cause it to have a range of often unintended consequences. In light of this, the thinking of teachers and other educational stakeholders should be taken into account when enacting policy changes. en
dc.publisher Journal of MultiDisciplinary Evaluation en
dc.relation.ispartofseries Journal of MultiDisciplinary Evaluation 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 Unintended Consequences of using Tests to Improve Learning: How Improvement-Oriented Resources en
dc.type Journal Article en
pubs.issue 12 en
pubs.begin-page 68 en
pubs.volume 6 en
dc.rights.holder Copyright: 2011 Journal of MultiDisciplinary Evaluation, The Evaluation Center, Western Michigan University en
pubs.author-url http://survey.ate.wmich.edu/jmde/index.php/jmde_1/article/view/236 en
pubs.end-page 91 en
dc.rights.accessrights http://purl.org/eprint/accessRights/RestrictedAccess en
pubs.subtype Article en
pubs.elements-id 219168 en
pubs.org-id Education and Social Work en
pubs.org-id Learning Development and Professional Practice en
pubs.record-created-at-source-date 2011-08-18 en


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