Queensland teachers’ conceptions of assessment: The impact of policy priorities on teacher attitudes

Gavin Thomas Lumsden BROWN, Robert LAKE, Gabrielle MATTERS

Research output: Contribution to journalArticles

67 Citations (Scopus)

Abstract

The conceptions Queensland teachers have about assessment purposes were surveyed in 2003 with an abridged version of the Teacher Conceptions of Assessment Inventory. Multi-group analysis found that a model with four factors, somewhat different in structure to previous studies, was statistically different between Queensland primary and (lower) secondary teachers. Primary teachers agreed more than secondary teachers that ‘assessment improves teaching and learning’, while the latter agreed more that it ‘makes students accountable’. The inter-correlation of ‘assessment is irrelevant’ to ‘makes students accountable’ was statistically stronger for primary teachers. Teacher beliefs reflected the differing practices of assessment by level of schooling. Copyright © 2010 Elsevier Ltd. All rights reserved.
Original languageEnglish
Pages (from-to)210-220
JournalTeaching and Teacher Education
Volume27
Issue number1
DOIs
Publication statusPublished - Jan 2011

Citation

Brown, G. T. L., Lake, R., & Matters, G. (2011). Queensland teachers’ conceptions of assessment: The impact of policy priorities on teacher attitudes. Teaching and Teacher Education, 27(1), 210-220.

Keywords

  • Teacher attitudes
  • Attitude measures
  • Assessment
  • Educational policy
  • Queensland

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