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New Zealand and Louisiana practicing teachers' conceptions of feedback : impact of Assessment of Learning versus Assessment for Learning policies?

conference contribution
posted on 06.12.2017, 00:00 authored by G Brown, Lois HarrisLois Harris, C O'Quin, K Lane
Teacher beliefs about feedback matter since they are responsible for its implementation in classrooms. This paper compares the conceptions of feedback of practicing teachers from two very different jurisdictions (Louisiana, USA, n=308; New Zealand, n=518). Responses to a common research inventory were modelled independently but multi-group confirmatory factor analysis produced inadmissible solutions for both models. Joint factor analysis produced a five-factor solution, which was inadmissible for the Louisiana teachers. Inter-correlations around feedback as teacher-grading exceeded 1.00 for Louisiana teachers; whereas, New Zealand teachers had correlations close to zero for this factor. While both groups of teachers endorsed the notion of feedback for improved learning, differences appear related to contrasting assessment policy frameworks (i.e., high-stakes in Louisiana, low-stakes in New Zealand).

History

Start Page

1

End Page

18

Number of Pages

18

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

External Author Affiliations

Hong Kong Institute of Education; Meeting; Southeastern Louisiana University; TBA Research Institute; University of Auckland;

Era Eligible

Yes

Name of Conference

American Educational Research Association. Meeting