Prospective teachers’ conceptions of assessment: A cross-cultural comparison

Gavin Thomas Lumsden BROWN, Ana REMESAL

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Abstract

This paper examines the responses of two samples of prospective teachers (New Zealand, n = 324; and Spain, n = 672) to the Teachers' Conceptions of Assessment inventory (English and Spanish respectively). The inventory captures four major intentions for assessment (i.e., improvement, irrelevance, school and student accountability). The conceptions of prospective teachers about the nature and purpose of assessment are relevant, given that (a) much educational assessment is carried out in classrooms; and (b) prospective teachers enter the teacher education programs with significant prior school experience of assessment as pupils. Results of confirmatory factor analysis indicated that the original model was inadmissible and that the best-fitting revised model was only configurally invariant between the two samples. It would appear that lack of teaching experience results in different responses for prospective teachers to those of practicing teachers. Moreover, differences in societal and cultural priorities for assessment use most likely explain the lack of invariance between samples. Copyright © 2012 Cambridge University Press.
Original languageEnglish
Pages (from-to)75-89
JournalThe Spanish Journal of Psychology
Volume15
Issue number1
DOIs
Publication statusPublished - Mar 2012

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intercultural comparison
teacher
lack
school
factor analysis
pupil
New Zealand
experience
Spain
classroom
responsibility
Teaching

Citation

Brown, G. T. L., & Remesal, A. (2012). Prospective teachers’ conceptions of assessment: A cross-cultural comparison. The Spanish Journal of Psychology, 15(1), 75-89.

Keywords

  • Prospective teachers
  • Conceptions
  • Assessment
  • Multi-group confirmatory factor analysis