Teachers' conceptions of assessment in Chinese contexts: A tripartite model of accountability, improvement, and irrelevance

Gavin T.L. Brown, Sammy K.F. Hui, Flora W.M. Yu, Kerry J. Kennedy

Research output: Contribution to journalArticlepeer-review

111 Citations (Scopus)

Abstract

The beliefs teachers have about assessment influence classroom practices and reflect cultural and societal differences. This paper reports the development of a new self-report inventory to examine beliefs teachers in Hong Kong and southern China contexts have about the nature and purpose of assessment. A statistically equivalent model for Hong Kong and southern China teachers had three factors (i.e., improvement, accountability, and irrelevance). The Chinese teachers very strongly associated accountability with improvement (r = .80). This is consistent with the Chinese tradition and policy of using examinations to drive teaching quality and student learning and as a force for merit based decisions. Small differences between the two groups of teachers are consistent with assessment policy differences in the two jurisdictions.

Original languageEnglish
Pages (from-to)307-320
Number of pages14
JournalInternational Journal of Educational Research
Volume50
Issue number5-6
DOIs
Publication statusPublished - 2011
Externally publishedYes

Keywords

  • Attitudes
  • Beliefs
  • Confirmatory factor analysis
  • Educational assessment
  • Multi-group invariance testing
  • Survey research
  • Teachers
  • Values

ASJC Scopus subject areas

  • Education

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