Teachers’ conceptions of assessment in Chinese contexts: A tripartite model of accountability, improvement, and irrelevance

Gavin Thomas Lumsden BROWN, King Fai Sammy HUI, Wai Ming YU, Kerry John KENNEDY

Research output: Contribution to journalArticles

62 Citations (Scopus)

Abstract

The beliefs teachers have about assessment influence classroom practices and reflect cultural and societal differences. This paper reports the development of a new self-report inventory to examine beliefs teachers in Hong Kong and southern China contexts have about the nature and purpose of assessment. A statistically equivalent model for Hong Kong and southern China teachers had three factors (i.e., improvement, accountability, and irrelevance). The Chinese teachers very strongly associated accountability with improvement (r = .80). This is consistent with the Chinese tradition and policy of using examinations to drive teaching quality and student learning and as a force for merit based decisions. Small differences between the two groups of teachers are consistent with assessment policy differences in the two jurisdictions. Copyright © 2011 Elsevier Ltd. All rights reserved.
Original languageEnglish
Pages (from-to)307-320
JournalInternational Journal of Educational Research
Volume50
Issue number5-6
DOIs
Publication statusPublished - 2011

Citation

Brown, G. T. L., Hui, S. K. F., Yu, F. W. M., & Kennedy, K. J. (2011). Teachers’ conceptions of assessment in Chinese contexts: A tripartite model of accountability, improvement, and irrelevance. International Journal of Educational Research, 50(5/6), 307-320.

Keywords

  • Beliefs
  • Values
  • Attitudes
  • Teachers
  • Educational assessment
  • Confirmatory factor analysis
  • Multi-group invariance testing
  • Survey research

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