Document Type
Article
Publication Date
7-1-2017
Journal / Book Title
eaching and Teacher Education
Abstract
Teachers' conceptions about assessment influence their classroom assessment practices. In this investigation, we examined 179 K-12 teachers' conceptions of the purposes of assessment from a person-centered perspective. An exploratory factor analysis of teachers' responses to the Conceptions of Assessment Instrument yielded a three-factor model: assessment as valid for accountability, improves teaching and learning, and as irrelevant. Next, we used cluster analysis to identify belief profiles of teacher groups: Cluster-1: Moderate, Cluster-2: Irrelevant, Cluster-3: Teaching and Learning. Within and across cluster comparisons revealed significant differences indicating that these are distinct profiles: teachers can, and do, hold multiple beliefs about assessment simultaneously.
DOI
10.1016/j.tate.2017.02.017
MSU Digital Commons Citation
Barnes, Nicole; Fives, Helenrose; and Dacey, Charity M., "U.S. Teachers' Conceptions of the Purposes of Assessment" (2017). Department of Educational Foundations Scholarship and Creative Works. 110.
https://digitalcommons.montclair.edu/educ-fdns-facpubs/110
Published Citation
Barnes, N., Fives, H., & Dacey, C. M. (2017). US teachers' conceptions of the purposes of assessment. Teaching and Teacher Education, 65, 107-116.