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
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
收藏
页码:107 / 116
页数:10
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