The impact of an assessment policy upon teachers’ self-reported assessment beliefs and practices: A quasi-experimental study of Indian teachers in private schools

Brown, Gavin; Chaudhry, Harish; Dhamija, Ratna

doi:10.1016/j.ijer.2015.03.001

Cited by 37 publications

(32 citation statements)

References 29 publications

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“…al (2009) revealed that assessment practices correspond with teachers" beliefs with regards to the purpose of assessment. In another study by Brown et. al (2015) in India, positive correspondence between teachers" assessment beliefs and their practices was also reported.…”

Section: Literature Reviewmentioning

confidence: 91%

“…In addition, Neeson 2000and Shim (2009) studies revealed that contextual factors such as assessment training received, workload, support from administration and accountability to stakeholders also influenced teachers" classroom assessment practices. Despite of several studies linking teachers" beliefs to their teaching practices which offers evidence to support the relation (Chan, 2008;Brown et al, 2015;Davison, 2004;Shim, 2009), an equal number suggest inconsistency between beliefs and assessment practices (Chew and Lee, 2013;James & Pedder, 2006;Yue, 2012).…”

Section: Literature Reviewmentioning

confidence: 99%

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Reform in Assessment: Teachers’ Beliefs and Practices

Othman

2019

ESPEAP

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Research has demonstrated that teachers’ beliefs on teaching and learning plays a part on the way they teach and assess learning. A new assessment system for schools was implemented in 2011 to set the stage for change of the Malaysian education system from centralised examination to a combination of centralised examination and school-based assessment. There is a growing concern with implementation issues pertaining to how teachers will transform their assessment practices in their school contexts. Thus, this study sought to gain insights into teachers’ beliefs about school based assessment, and examine the relationship between their beliefs and classroom practice. A survey measuring teachers’ beliefs and practices of school based assessment was administered to 174 teachers who are currently educating in Malaysian government funded schools. Findings from this study demonstrated that teachers appear to have good knowledge of assessment principles about School Based Assessment (SBA). They conducted their assessment using appropriate procedures by considering the context of teaching and assessment in which they operate. The result of Pearson correlation analysis revealed a positive relationship between teachers’ beliefs about SBA and their classroom practices.

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Section: Literature Reviewmentioning

confidence: 91%

Section: Literature Reviewmentioning

confidence: 99%

Reform in Assessment: Teachers’ Beliefs and Practices

Othman

2019

ESPEAP

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“…Such a bias is likely when teachers are asked to evaluate the assessment policies and practices for the jurisdiction in which they work. Successful publication of the inventory (Brown, 2004b) led to a number of replication studies including New Zealand secondary teachers (Brown, 2011), Queensland primary and secondary teachers (Brown et al, 2011b), Hong Kong , Cyprus (Brown and Michaelides, 2011), Egypt (Gebril and Brown, 2014), Catalonia (Brown and Remesal, 2012), India secondary and senior secondary teachers (Brown et al, 2015), Ecuador (Brown and Remesal, 2017). Hence, data from 11 different sets of teachers from eight different jurisdictions are available for this study.…”

Section: Instrumentmentioning

confidence: 99%

“…The India study involved a large sample of high school and senior high school teachers working in private schools (Brown et al, 2015). The New Zealand model was inadmissible because of large negative error variances.…”

Section: Indiamentioning

confidence: 99%

Teachers' Conceptions of Assessment: A Global Phenomenon or a Global Localism

2019

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How teachers conceive of the nature and purpose of assessment matters to the implementation of classroom assessment and the preparation of students for high-stakes external examinations or qualifications. It is highly likely that teacher beliefs arise from the historical, cultural, social, and policy contexts within which teachers operate. Hence, it may be that there is not a globally homogeneous construct of teacher conceptions of assessment. Instead, it is possible that a statistical model of teacher conceptions of assessment will always be a local expression. Thus, the objective of this study was to determine whether any of the published models of teacher assessment conceptions could be generalized across data sets from multiple jurisdictions. Research originating in New Zealand with the Teacher Conceptions of Assessment self-report inventory has been replicated in multiple locations and languages (i.e.,

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“…Kagan (1992) reiterated this point, noting PD with this emphasis must "require them to make their preexisting personal beliefs explicit" and "challenges the adequacy of those beliefs" (p. 77). This theory is supported by empirical evidence demonstrating changes in belief schemas when individuals are scaffolded to reflect on these schemas (Brown, Chaundry & Dhamija, 2015;DeBacker & Crowson, 2006;Luft, 1999;Mansour, 2009;Romme & van Seggelen-Damen, 2015).…”

Section: Pd Aimed At Shifting Teachers' Beliefs About Assessment Teamentioning

confidence: 84%

Using Kindergarten Entry Data to Guide Teachers' Skills, Beliefs, Self-Efficacy, and Practices through Instructionally Focused, Data-Driven Consultation

Hasbrouck

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The impact of an assessment policy upon teachers’ self-reported assessment beliefs and practices: A quasi-experimental study of Indian teachers in private schools

Cited by 37 publications

References 29 publications

Reform in Assessment: Teachers’ Beliefs and Practices

Reform in Assessment: Teachers’ Beliefs and Practices

Teachers' Conceptions of Assessment: A Global Phenomenon or a Global Localism

Using Kindergarten Entry Data to Guide Teachers' Skills, Beliefs, Self-Efficacy, and Practices through Instructionally Focused, Data-Driven Consultation

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