US teachers' conceptions of the purposes of assessment

被引：57

作者：

Barnes, Nicole ^{[1
]}

Fives, Helenrose ^{[1
]}

Dacey, Charity M. ^{[1
]}

机构：

[1] Montclair State Univ, 1 Normal Ave, Montclair, NJ 07043 USA

来源：

TEACHING AND TEACHER EDUCATION | 2017年 / 65卷

关键词：

Practicing teachers; Classroom assessment; Conceptions of assessment; Teacher's beliefs; BELIEFS;

D O I：

10.1016/j.tate.2017.02.017

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Teachers' conceptions about assessment influence their classroom assessment practices. In this investigation, we examined 179 K-12 teachers' conceptions of the purposes of assessment from a person-centered perspective. An exploratory factor analysis of teachers' responses to the Conceptions of Assessment Instrument yielded a three-factor model: assessment as valid for accountability, improves teaching and learning, and as irrelevant. Next, we used cluster analysis to identify belief profiles of teacher groups: Cluster-1: Moderate, Cluster-2: Irrelevant, Cluster-3: Teaching and Learning. Within and across cluster comparisons revealed significant differences indicating that these are distinct profiles: teachers can, and do, hold multiple beliefs about assessment simultaneously. (C) 2017 Elsevier Ltd. All rights reserved.

引用

页码：107 / 116

页数：10

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