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The complexity of teachers' conceptions of assessment : tensions between the needs of schools and students

journal contribution
posted on 06.12.2017, 00:00 authored by Lois HarrisLois Harris, G Brown
Teachers’ conceptions of assessment are important as they shape their usage of assessment practices. This study used a phenomenographic approach to examine the various purposes a sample of 26 New Zealand teachers ascribed to assessment. Seven purposes were discussed: compliance, external reporting, reporting to parents, extrinsically motivating students, organising group instruction, teacher use for individualising learning, and joint teacher-student use for individualising learning. This study showed that teachers held complex conceptions of assessment and described using different assessments for differing purposes. It highlighted how teachers must consider divergent stakeholder interests when selecting assessments for students, balancing the needs of the society, the school, and the pupil. The data emphasised the particularly strong tension between what teachers feel is best for students versus what is deemed necessary for school accountability.

Funding

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

History

Volume

16

Issue

3

Start Page

365

End Page

381

Number of Pages

17

eISSN

1465-329X

ISSN

0969-594X

Location

United Kingdom

Publisher

Routledge

Language

en-aus

Peer Reviewed

Yes

Open Access

No

External Author Affiliations

Hong Kong Institute of Education; TBA Research Institute; University of Auckland;

Era Eligible

Yes

Journal

Assessment in education : principles, policy & practice.