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Level of schooling effects on student conceptions of assessment : the impact of high-stakes assessments on secondary students' beliefs

conference contribution
posted on 06.12.2017, 00:00 by G Brown, Lois Harris
Student beliefs about assessment appear to vary according to the level of schooling they are enrolled in, with high school students being more negative about assessment. The Students Conceptions of Assessment version 6 (SCoA-VI) inventory elicits attitudes towards four beliefs (assessment improves teaching and learning; assessment measures external factors; assessment has affective impact/benefit; and assessment is irrelevant). Using multi-group confirmatory factor analysis, SCoA-VI responses of elementary school students (n=100) and high school students (n=134) revealed statistically significant mean score differences. The older students agreed less with improvement, affect/benefit, and external factors conceptions and more with the irrelevance conception. This study provides further evidence that student beliefs about assessment shift as they progress through school, possibly because of the changes in the assessment environment that occur during secondary schooling.

History

Start Page

1

End Page

12

Number of Pages

12

Start Date

01/01/2011

Finish Date

01/01/2011

ISSN

0163-9676

Location

New Orleans, Louisiana, USA

Publisher

American Educational Research Association

Place of Publication

Washington, DC

Peer Reviewed

Yes

Open Access

No

Era Eligible

Yes

Name of Conference

American Educational Research Association. Meeting