Conceptions of Assessment: Investigating What Assessment Means to Secondary and University Teachers
DOI:
https://doi.org/10.1234/ajal.v1i1.313Abstract
The overriding objective of this study was to investigate secondary and university teachers’ assessment conceptions in an EFL context using a four-factor (Student Accountability, School Accountability, Improvement, and Irrelevance) teachers’ conceptions of assessment (TCoA) inventory (Brown, 2006). Data of the study were collected by a questionnaire administered to secondary school (n=336) and university (n=206) teachers. Factor analyses (exploratory factor analysis (EFA), parallel analysis (principal component analysis (PCA)), dimension analysis (SPSS R-Menu v.2.0), and confirmatory factor analysis (CFA)) using SPSS v. 22.0 and AMOS v. 21.0 were examined. Results delineated a three-factor model (Accountability, Improvement and Irrelevant) with an endorsement of and a significant relationship between Accountability and Improvement. The ecological relationship between factors and indicators denoted teachers’ misconceptions about assessment. Implications for future research on TCoA in similar-related contexts were also discussed.
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