Tongan secondary students’ conceptions of schooling in New Zealand relative to their academic achievement

'Otunuku, Mo'ale; Brown, Gavin; Airini,

doi:10.1007/s12564-013-9264-y

Cited by 12 publications

(13 citation statements)

References 27 publications

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“…While the data may be seen as dated, there is little evidence from the international PISA studies that New Zealand secondary student performance in reading has changed since this data being collected (Comparative Education Research Unit, 2016). Furthermore, subsequent studies of New Zealand students have suggested that there have been few shifts in student beliefs about assessment (Brown, 2013;'Otunuku, Brown, & Airini, 2013).…”

Section: Methodsmentioning

confidence: 99%

“…Studies with secondary school students in New Zealand have found that some conceptions of assessment are associated with greater and some with lower achievement and that those patterns seem consistent with SRL theory (Brown, 2011). For example, greater academic performance was noted when students agreed more that: (a) assessment made them accountable (Walton, 2009;Brown & Hirschfeld, 2005, 2008 and (b) assessment improves teaching and learning ; 'Otunuku, Brown, & Airini, 2013). In contrast, negative relations to achievement were found when students agreed more that (a) assessment is bad, unfair, or irrelevant (Brown, 2011), (b) assessment is supposed to be fun, enjoyable, or improve classroom climate , and (c) assessment evaluates school quality or predicts students' futures ).…”

Section: Conceptions Of Assessmentmentioning

confidence: 99%

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The Effect of Conceptions of Assessment upon Reading Achievement: An Evaluation of the Influence of Self-efficacy and Interest

Brown¹,

Walton²

2017

Interdiscip Educ Psychol

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Self-regulation of learning requires that students conceive of assessments as a means of reflecting upon and guiding their learning. The relationship of student beliefs about the importance, usefulness, or purpose of assessment to self-efficacy and interest and their joint effect on reading performance has not been investigated. In the context of a large nationally representative survey of New Zealand secondary school students, participants completed either Form 1 or 2 of the Student Conceptions of Assessment (SCoA) inventory version 2, a brief inventory on self-efficacy and interest in reading, and a standardised reading achievement test. Measurement models for both forms of the SCoA were established using exploratory and confirmatory factor analysis. A structural model relating conceptions of assessment to reading performance for each version of the SCoA inventory was established. Invariance of the models for students with high vs. low levels of selfefficacy or interest in reading was tested. Only two conceptions of assessment had statistically significant relations to achievement (i.e., assessment makes me accountable and assessment is useless). Metric equivalence was found for all groups and forms, except version 2A interest. Accountability effects were generally small and not statistically significant, while effects from useless were stronger and negative. Differences between levels of interest and self-efficacy were small. These results suggest that students with lower and higher self-reported interest and self-efficacy can be treated similarly, with a focus on reducing the maladaptive effects of believing assessment is useless.

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Section: Methodsmentioning

confidence: 99%

Section: Conceptions Of Assessmentmentioning

confidence: 99%

The Effect of Conceptions of Assessment upon Reading Achievement: An Evaluation of the Influence of Self-efficacy and Interest

Brown¹,

Walton²

2017

Interdiscip Educ Psychol

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“…Even though teaching, learning, and assessment all played some role in performance, much was attributed to student beliefs, suggesting that it would be more beneficial to the students if they were assisted more in ways of improving their 'belief' in themselves as having the potential to achieve (Otunuku, Brown, & Airini, 2013). However, Tongans and Pasifika people in general come from societies where respect for the teacher and elders remains paramount.…”

Section: Research Rationalementioning

confidence: 99%

“…However, Tongans and Pasifika people in general come from societies where respect for the teacher and elders remains paramount. Often students will blame themselves for their non-achievement out of respect for their teachers (Otunuku et al, 2013;Spiller, 2012). believes teachers can make a significant difference in the classroom through professional training with the support of the Ministry of Education.…”

Section: Research Rationalementioning

confidence: 99%

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Self-efficacy beliefs influencing Pasifika students’ achievement in science

Vaka-Vivili¹

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Achievement of Pasifika students in science at secondary school has been an enduring problem for many decades in New Zealand, where they occupy the bottom rung of the national achievement ladder. This exploratory study set out to investigate how Pasifika students’ self-efficacy may influence their achievement in Year 11 science. Using a qualitative approach this interpretive research, studied Year 11 science students to understand the dynamics between classroom interactions, their self-efficacy and achievement. Self-efficacy being an inner willpower to attempt or not to attempt at achieving a certain goal. The study adapted Albert Bandura’s Social Cognitive Theory (SCT model) to the New Zealand context as the theoretical frame. The study explored evidence of the four antecedents of self-efficacy: Mastery, Vicarious Experience, Verbal Persuasion, and Physiological and Emotional arousal. School science is taught within the constructivist science curriculum in New Zealand. The Kakala Research Framework was applied as the methodological guide for data collection. Three schools accepted the invitation to participate in the research and offered a purposive sample of Pasifika students and their science teachers who agreed to participate. Data were collected through classroom observations; student questionnaire; focus group interviews; and teacher interviews. The National Certificate of Educational Achievement (NCEA) Level One science results were then interpreted alongside the identified self-efficacy antecedents. Mastery was the self-efficacy antecedent most strongly associated with achievement. Students with high Verbal Persuasion and Vicarious Experience as primary or secondary sources of self-efficacy also achieved all the credits they attempted. Verbal Persuasion was an important source of self-efficacy commonly identified by students, who saw teachers as providing this form of support. Generally, student who indicated high levels across the self-efficacy antecedents displayed high levels of achievement, although some indicating high overall self-efficacy in this way did not achieve all their credits due to high Physiological and Emotional needs. Teachers identified literacy as a problem for Pasifika students in achieving well in science; however, there was no evidence of any attempt to build the students’ understanding of scientific vocabulary or comprehension of scientific text. The common themes identified by students were a fear of failing and disappointing their parents. Students expressed the need for science content to be explained and clarified to help them understand the science ideas underpinning the assessed practical work. Findings of concern were; the narrow curriculum experienced by the Pasifika students in this study; teaching approaches that chunked the content into small disconnected bits; and providing guidance on what needed to be written to achieve the credits without developing the necessary understanding. Consequently, the learning purpose was reduced to achieving NCEA credits. The unintended result of this narrow curriculum has implications for what science content and procedures these Pasifika students know and can apply. This highlights that student have insufficient content knowledge and understanding to progress to the next level in science education. The internal assessment only in some of these classes reduced the future science learning opportunities for these Pasifika students. This research extends the Kakala research framework for Pasifika education by introducing the centrality of the Fau fibre, which is weak and yet critical to the formation of a strong and attractive lei. It also suggests the inclusion of Hounga’ia as a step between Mālie and Māfana.

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Portuguese university students’ conceptions of assessment: taking responsibility for achievement

et al. 2019

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After 20 years of the Bologna Declaration, Portuguese universities claim to be implementing student-centred and involved assessment practices. Student conceptions of assessment matter when innovations and reforms in assessment practices are being implemented. This study is part of a larger research project entitled BAssessment in higher education: the potential of alternative methods^funded by the Portuguese Foundation for Science and Technology (Government Funding Agency) (PTDC/MHCCED/2703/2014). This paper surveys a large sample (N = 5549) of Portuguese students in five public universities with a Portuguese version of the Students Conceptions of Assessment (SCoA-VI) inventory, previously validated in Brazil. Confirmatory factor analysis recovered the eight SCoA factors reported in the Brazilian context. Differences in mean score for the eight factors were trivial for institutional and student factors. Overall, students agreed that assessment for student improvement was not ignored. Scale inter-correlations revealed interesting inverse relations between improvement and irrelevance functions.

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Tongan secondary students’ conceptions of schooling in New Zealand relative to their academic achievement

Cited by 12 publications

References 27 publications

The Effect of Conceptions of Assessment upon Reading Achievement: An Evaluation of the Influence of Self-efficacy and Interest

The Effect of Conceptions of Assessment upon Reading Achievement: An Evaluation of the Influence of Self-efficacy and Interest

Self-efficacy beliefs influencing Pasifika students’ achievement in science

Portuguese university students’ conceptions of assessment: taking responsibility for achievement

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