Primary teachers' attitudes, intentions and practices regarding formative assessment

Yan, Zi; Cheng, Eric C. K.

doi:10.1016/j.tate.2014.10.002

Cited by 93 publications

(96 citation statements)

References 46 publications

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“…Bandura's (1997) self-efficacy theory used as an indicator of perceived difficulty also has been used in TPB model (e.g. Martin & Kulinna, 2004;Tery & O'Leary, 1995;Yan & Cheng, 2015). The power of TPB model to predict and understand human behaviors was examined in many fields (e.g., Conner, Warren, Close, Sparks, 1999;Conatser, Block, & Gansneder, 2002;Huchting, Lac, & LaBrie, 2008;Martin & Kulinna, 2005;Schifter & Ajzen, 1985).…”

Section: Theory Of Planned Behaviormentioning

confidence: 99%

“…TPB has also been used to understand teachers' attitudes, intentions, and behaviors (Crawley, 1990;Zint, 2002;Kersaint, Lewis, Potter, & Meisels, 2007;Stanec, 2009). However, there are a few studies which used TPB to investigate teachers' conceptions and behaviors regarding assessment (e.g., Yan, 2014;Yan & Cheng, 2015;Yim & Cho, 2016). Since very limited studies have specifically investigated teachers' formative assessment conceptions and practices in the TPB model (e.g., Yan & Cheng, 2015), more empirical research in that field is important.…”

Section: Theory Of Planned Behaviormentioning

confidence: 99%

“…Firstly, adaptation of the Teachers' Conceptions and Practices of Formative Assessment Scale (TCPFS) developed by Yan and Cheng (2015) to Turkish was conducted in the study. Since the TCPFS scale based on TPB model provided specifically the prediction and explanation of teachers' intentions and practices regarding formative assessment, adaptation of the scale into Turkish culture is very important.…”

Section: Theory Of Planned Behaviormentioning

confidence: 99%

“…In Turkey, the research about teachers' formative assessment beliefs, attitudes or practices were very limited (Aydoğmuş & Keskin, 2012;Öz, 2014;Sönmez Ektem & Erben Keçici, & Pilten, 2016). Most of the studies related with teachers' attitudes, beliefs or practices regarding formative assessment focused on only one aspect of assessment but relationship between these variables under a theoretical framework has not been extensively investigated (Yan & Cheng, 2015).…”

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Adaptation of Teachers Conceptions and Practices of Formative Assessment Scale into Turkish Culture and a Structural Equation Modeling

Karaman

Şahin²

2017

iejee

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The purpose of this study was to adapt Teachers' Conceptions and Practices of Formative Assessment Scale (TCPFS) based on the Theory of Planned Behavior (TPB) into Turkish culture and apply the TPB to examine teachers' intentions and behaviors regarding formative assessment. After examining linguistic validity of the scale, Turkish scale was applied to 400 primary school teachers in Turkey. Confirmatory factor analysis (CFA) was administered for the construct validity. The results showed that the model had fairly good model fit (RMSEA=.07, CFI= .90, TLI=.87, IFI= .90). Reliability of the Turkish version of the scale was attained through Cronbach's alpha coefficient. Findings revealed that adapted scale has satisfactory psychometric features. Since the psychometric properties of the scale in the TPB were acceptable, predictive model was estimated. Structural equation modeling was used to examine the applicability of TPB in understanding teachers' conceptions and practices of formative assessment. The results supported that TPB model can help to predict and explain teachers' conceptions and behaviors regarding formative assessment.

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Section: Theory Of Planned Behaviormentioning

confidence: 99%

Section: Theory Of Planned Behaviormentioning

confidence: 99%

Section: Theory Of Planned Behaviormentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Adaptation of Teachers Conceptions and Practices of Formative Assessment Scale into Turkish Culture and a Structural Equation Modeling

Karaman

Şahin²

2017

iejee

View full text Add to dashboard Cite

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“…In addition, students prefer teachers' feedback rather than that of their peers, due to the strong Confucian-based cultural belief that knowledge mastery belongs to the teacher. Thus, peer-assessments may be seen as less useful in such cultures (Pham & Renshaw, 2015;Tepsuriwong & Bunsom, 2013;Yan & Cheng, 2015). Although some formative assessment studies reported the positive effects on Asian student learning (Chin & Teou, 2010;Lam, 2013;Ng, 2014), enormous difficulties impede formative assessment as an integral part of teaching and learning in Asian classrooms.…”

Section: Introductionmentioning

confidence: 99%

Reviewing the Challenges of Implementing Formative Assessment in Asia: The Need for a Professional Development Program

Quyen¹,

Khairani²

2016

jsss

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This paper aims to review research on the challenges of implementing formative assessment in Asian classrooms. Multiple electronic databases were used to search for relevant articles and twenty-one studies were selected. The challenges faced while conducting formative assessments were analyzed and categorized into three levels (micro-, meso-and macro-level) based on Kozma's model, which examines contextual factors influencing teachers' classroom instructional practice as well as inherent disadvantages of formative assessment, namely, being time-consuming and demanding a heavy workload. The findings showed that the majority of challenges were on the micro and macro-levels, and were basic formative assessment disadvantages. Significantly, 80 percent of the studies reviewed reported inadequate knowledge of formative assessment among teachers at the micro-level. This is a vital issue for future research on formative assessment in Asian countries and highlights the ISSN 2329-9150 2017 http://jsss.macrothink.org 161 need to draw more attention to training teachers through effective professional development programs. Future studies in this area should focus on practical formative assessment activities to reconcile formative assessment theories within the Asian culture and conditions. Journal of Social Science Studies

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Language Assessment Literacy: Task Analysis in Saudi Universities

Rauf

McCallum

2020

The Assessment of L2 Written English Across the MENA Region

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Primary teachers' attitudes, intentions and practices regarding formative assessment

Cited by 93 publications

References 46 publications

Adaptation of Teachers Conceptions and Practices of Formative Assessment Scale into Turkish Culture and a Structural Equation Modeling

Adaptation of Teachers Conceptions and Practices of Formative Assessment Scale into Turkish Culture and a Structural Equation Modeling

Reviewing the Challenges of Implementing Formative Assessment in Asia: The Need for a Professional Development Program

Language Assessment Literacy: Task Analysis in Saudi Universities

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