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Evidence of method effects in teachers' conceptions of assessment : contrasting interview and survey responses

conference contribution
posted on 06.12.2017, 00:00 by G Brown, Lois Harris
Considerable effort is being spent on improving the quality and nature of teacher assessment practices. Attitudes towards, beliefs about, and intentions concerning any psychological object are strong predictors of human action and behaviour vis a vis that object (Ajzen, 1991). Therefore, understanding how teachers think about assessment is an important factor in determining how assessment reforms are implemented in school contexts. Inferences about human thinking should not be a function of data collection methods; hence, validation of results across methods is an important aspect to improving our understanding of the structure of conceptions.

Funding

Category 1 - Australian Competitive Grants (this includes ARC, NHMRC)

History

Start Page

1

End Page

26

Number of Pages

26

Start Date

01/01/2008

Location

Palmerston North, New Zealand

Publisher

New Zealand Association for Research in Education

Place of Publication

Wellington, New Zealand

Peer Reviewed

Yes

Open Access

No

External Author Affiliations

TBA Research Institute; University of Auckland;

Era Eligible

Yes

Name of Conference

New Zealand Association for Research in Education. Conference 2008

Exports

CQUniversity

Exports