Self-regulation of assessment beliefs and attitudes: A review of the students’ conceptions of assessment inventory

Gavin Thomas Lumsden BROWN

Research output: Contribution to journalArticles

30 Citations (Scopus)

Abstract

How students understand, feel about and respond to assessment might contribute significantly to learning behaviour and academic achievement. This paper reviews studies that have used a relatively new self-reported survey questionnaire (Students’ Conceptions of Assessment – SCoA) about student perceptions and understandings of assessment. Confirmatory factor analyses and structural equation modelling results have shown, consistent with self-regulation theory, that the SCoA inventory has meaningful relations with academic performance among New Zealand high school students. Further, German, Hong Kong, American, and New Zealand studies have shown that the SCoA has relations to motivational constructs (e.g. effort, learning strategies, interest, self-efficacy and anxiety) that are also consistent with self-regulation. The SCoA inventory extends our understanding of how student conceptions of assessment are an integral part of self-regulation and provide a warrant for use in research studies investigating test-taker responses to assessment practices and innovations at both university and high school levels. Copyright © 2011 Taylor & Francis.
Original languageEnglish
Pages (from-to)731-748
JournalEducational Psychology
Volume31
Issue number6
DOIs
Publication statusPublished - Oct 2011

Citation

Brown, G. T. L. (2011). Self-regulation of assessment beliefs and attitudes: A review of the students’ conceptions of assessment inventory. Educational Psychology, 31(6), 731-748.

Keywords

  • Self-regulation
  • Assessment
  • Belief
  • Academic achievement
  • Student

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