Heightened conceptions of assessment as school accountability: Understanding the impact of improvement-oriented assessment resources on New Zealand teachers’ conceptions of assessment

Gavin Thomas Lumsden BROWN, Lois Ruth HARRIS

Research output: Contribution to conferencePaper

Abstract

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.
Original languageEnglish
Publication statusPublished - 2009

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New Zealand
responsibility
teacher
resources
school
interview
learning
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Citation

Brown, G. T., & Harris, L. R. (2009, April). Heightened conceptions of assessment as school accountability: Understanding the impact of improvement-oriented assessment resources on New Zealand teachers’ conceptions of assessment. Paper presented at the Annual Meeting of American Educational Research Association: Disciplined Inquiry: Education Research in the Circle of Knowledge, San Diego, CA.