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

Keyphrases

• Tripartite Model 100%
• Hong Kong Chinese 100%
• Chinese Context 100%
• Teacher Conceptions 100%
• Assessment Conceptions 100%
• Southern China 100%
• Irrelevance 100%
• Learning Quality 50%
• Teaching Quality 50%
• Student Learning 50%
• Copyright 50%
• Chinese Teachers 50%
• Teaching Students 50%
• Assessment Purposes 50%
• Assessment Policy 50%
• Cultural Differences 50%
• Chinese Tradition 50%
• China Context 50%
• Self-report Inventory 50%
• Societal Differences 50%
• Equivalent Model 50%
• Chinese Policy 50%
• Classroom Practice 50%
• Merit-based 50%

Social Sciences

• Chinese 100%
• Hong Kong 66%
• Teacher Beliefs 66%
• China 66%
• Student Learning 33%
• Classroom Practice 33%
• Self-Report 33%
• Teaching Quality 33%