Primary teachers' attitudes, intentions and practices regarding formative assessment

Research output: Contribution to journalArticles

29 Citations (Scopus)

Abstract

This study aims to explore the relationships among teachers' attitudes, intentions, and practices regarding formative assessment under the framework of the Theory of Planned Behaviour. A total of 450 teachers from 10 primary schools were surveyed. Teachers' responses to the scales were calibrated using Rasch analysis and then subjected to path analysis. Instrumental attitude, subjective norm, and self-efficacy were significant predictors of teachers' intentions to conduct formative assessment. However, the TPB components were not effective predictors of teachers' formative assessment practices. Teachers' awareness of formative assessment was articulated and implications for teacher training as well as further studies were discussed. Copyright © 2014 Elsevier Ltd. All rights reserved.
Original languageEnglish
Pages (from-to)128-136
JournalTeaching and Teacher Education
Volume45
Early online dateOct 2014
DOIs
Publication statusPublished - Jan 2015

Citation

Yan, Z., & Cheng, E. C. K. (2015). Primary teachers' attitudes, intentions and practices regarding formative assessment. Teaching and Teacher Education, 45, 128–136.

Keywords

  • Formative assessment
  • Teacher
  • Theory of planned behavior
  • Rasch measurement
  • Path analysis

Fingerprint Dive into the research topics of 'Primary teachers' attitudes, intentions and practices regarding formative assessment'. Together they form a unique fingerprint.