New Zealand is increasing resources available to teachers to support assessment for learning. The conceptions 26 teachers had of assessment were investigated as teacher beliefs mitigate policy effects. Teacher responses to the Conceptions of Assessment inventory indicated significantly increased agreement with assessment as school accountability since a 2001 national survey. However, only the improvement conception predicted the practices teachers used to define assessment and there was a nonsignificant correlation between school accountability and improvement conceptions. Interviews identified teachers who saw the new resources as contributing to both improvement and accountability conceptions, while a second group failed to make that connection.
|Publication status||Published - 2009|