Validating the Conceptions of Assessment-III Scale in Canadian Preservice Teachers

Daniels, Lia M.; Poth, Cheryl; Papile, Chiara; Hutchison, Marnie

doi:10.1080/10627197.2014.903654

Cited by 19 publications

(20 citation statements)

References 35 publications

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“…The scale subsequently developed therefore has strong theoretical support, with the SECS including specific features identified by Robinson et al (1991), Dees (1998), Alvord et al (2004), De Pablo et al (2004, Weerawardena and Sullivan Mort (2006), Ali et al (2009), Lee and Lai (2010), S anchez (2010), Othman et al (2012), Ram and Selvaraj (2012) and Ghazali et al (2013). In addition, the processes of development and validation of the scale follow that performed for similar works (Piazza and Siebert 2008;Lemos et al 2011;Coetzee 2014;Daniels et al 2014;Cumming et al 2015). Altogether, this strengthens the value of the SECS, ensuring a wide range of possible application for the instrument.…”

Section: Discussionmentioning

confidence: 59%

“…Following the approaches of previous studies (Piazza and Siebert 2008;Lemos et al 2011;Coetzee 2014;Daniels et al 2014;Cumming et al 2015), several steps were taken: literature review (previously showed), initial scale proposal, expert judgement (logical review), pilot test (empirical review), exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). All statistical tests and the EFA were conducted using the SPSS software (version 24.0).…”

Section: Methodsmentioning

confidence: 99%

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Development and Validation of a Scale to Assess Social Entrepreneurship Competency in Higher Education

Peris

Gil-Gómez

Puig

et al. 2019

Journal of Social Entrepreneurship

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This paper proposes an instrument to assess social entrepreneurship competency in higher education (SECS). 19 Features of social entrepreneurship competency were identified. The pilot test (n = 497) confirmed the validity and reliability of the SECS. Exploratory factor analysis proposed a set of categories consistent with the initial approach. Confirmatory factor analysis showed acceptable relationships among the scale categories and items, while the fit indices suggested that the data fit adequately to the default model. Pearson's test verified significant, positive correlations among the revised categories in all cases. Therefore, the scale carries the potential to contribute to social entrepreneurship research.

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Section: Discussionmentioning

confidence: 59%

Section: Methodsmentioning

confidence: 99%

Development and Validation of a Scale to Assess Social Entrepreneurship Competency in Higher Education

Peris

Gil-Gómez

Puig

et al. 2019

Journal of Social Entrepreneurship

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show abstract

“…More recent research examining how pre-service teachers conceptualize the purpose of classroom assessment supports that teachers in Canada are increasingly adopting the stance that assessment improves learning. Research investigating pre-service teachers' conceptions of assessment purposes found that pre-service teachers in the province of Alberta more highly endorsed positive conceptions of assessment, such as "assessment improves learning" and "assessment improves teaching" compared to negative conceptions (e.g., assessment is ignored, assessment is bad; Daniels et al, 2014). Despite high support for positive conceptions, this study also found that participants expressed higher endorsement for one negative conception-assessment is inaccurate-compared to other countries.…”

Section: Canadamentioning

confidence: 99%

Exploring assessment across cultures: Teachers’ approaches to assessment in the U.S., China, and Canada

2021

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Classroom assessment dynamics are shaped by individual and local understandings of assessment (assessment micro-cultures), as well as common assessment beliefs and practices that stem from system-wide features, such as large-scale testing (assessment macro-cultures). Teachers' approaches to assessment reveal how they navigate assessment micro-and macro-cultures to support student learning and achievement. Despite increasing migration of students between the U.S., China, and Canada, little research has examined the different approaches to assessment students encounter when they move between these contexts. Thus, the specific supports they need to adapt to their new assessment cultures and have equitable access to learning have remained unclear. This exploratory research compared teachers' approaches to assessment in the U.S., China, and Canada. Latent class analysis identified five types of assessors across these contexts: teacher-centric assessors, hesitant assessors, moderately student-ABOUT THE AUTHOR

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“…The broader policy environment and accountability systems also influence teachers' data use (Datnow & Hubbard, 2015;Hoogland et al, 2016). For example, in Alberta, Canada teachers are involved in creating and scoring assessments (Daniels, Poth, Papile, & Hutchison, 2014) which is not true of countries like the United States. Issues and policies like these can drive teachers' AL and DLFT work.…”

Section: Inservice Teacher Educationmentioning

confidence: 99%

A continuum of data literacy for teaching

Beck

Nunnaley²

2021

Studies in Educational Evaluation

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Accountability for education in the United States has existed since the first formalized system of education. Although this accountability is an important part of society, these systems must be expanded beyond high stakes assessments to include other types of data including P-12 student voices. The purpose of the current manuscript is to present a continuum for data literacy for teachers that spans preservice to inservice teacher education. We conceptualize data literacy for teachers as a metaconstruct that includes the construct of assessment literacy. The research on enabling and marginalizing factors and exposure to data are reviewed at the preservice and inservice level before a continuum of data literacy for teachers from novice through expert is presented. Implications for practice and research are explored.

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Validating the Conceptions of Assessment-III Scale in Canadian Preservice Teachers

Cited by 19 publications

References 35 publications

Development and Validation of a Scale to Assess Social Entrepreneurship Competency in Higher Education

Development and Validation of a Scale to Assess Social Entrepreneurship Competency in Higher Education

Exploring assessment across cultures: Teachers’ approaches to assessment in the U.S., China, and Canada

A continuum of data literacy for teaching

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