“We must assess all, even a student farting [is also assessed] for the behavioural aspect of learning”: Teachers' conceptions of assessment in the context of assessment reform in Indonesia

Abstract Student conceptions of the purposes of assessment are an important aspect of self-regulated learning. This study advances our understanding of the Student Conceptions of Assessment Inventory (SCoA) by examining the generalizability of the factorial structure of the SCoA using bifactor analysis and conducting cross-cultural invariance testing between Brazil and New Zealand. Eight different models were specified and evaluated, with the best model being adopted for invariance testing. This research adds to our understanding of the cross-cultural properties of the SCoA because the introduction of the bifactor model resulted in metric equivalence between countries, which had previously had only partial metric equivalence. Future studies should attempt to create more items around several SCoA constructs.

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Standards, teacher judgement and moderation in contexts of national curriculum and assessment reform

Assessment Matters ◽

10.18296/am.0078 ◽

2010 ◽

Vol 2 ◽

pp. 107-131 ◽

Cited By ~ 10

Author(s):

Val Klenowski ◽

Claire Wyatt-Smith

Keyword(s):

National Curriculum ◽

Assessment Reform

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An Exploratory Study of EFL Teachers’ Assessment Conceptions at a Saudi University

Arab World English Journal ◽

10.24093/awej/vol12no3.32 ◽

2021 ◽

Vol 12 (3) ◽

pp. 464-485

Author(s):

Ahmad Qadi

Keyword(s):

English Language ◽

Online Questionnaire ◽

Response Options ◽

University Teachers ◽

Conceptions Of Assessment ◽

Efl Teachers ◽

Beliefs About Teaching ◽

Strongly Agree ◽

Teaching Learning ◽

Level Of Agreement

Each teacher evaluates students’ learning outcomes in their own way, depending on their own ideas and beliefs about teaching, learning, and assessing. It impacts on how pupils work. As a result, concentrating on instructors’ perspectives in general appears to be vital, and exposing EFL teachers’ evaluation concepts is crucial and requires considerable investigation. The current study examines teachers’ assessment conceptions of English as a foreign language (EFL) at a Saudi University. Specifically, it investigates EFL university teachers’ assessment conceptions using Brown’s (2006) Teachers’ Conceptions of Assessment Abridged Inventory, four-factor assessment inventory conceptions that include variables like student accountability, school accountability, progress, and irrelevance. The survey employed a Likert scale with response options ranging from one (strongly disagree) to five (strongly agree). The researcher gathered the study’s data using Google Forms and administered an online questionnaire to fifteen EFL English teachers in English Language Center at a Saudi University called Afaq University (pseudonym), Saudi Arabia. The obtained quantitative data were analyzed manually by descriptive statistics. The findings demonstrated that of all participants, the enhancement principle had the primary value, whereas the conceptions of irrelevance, on the other hand, were discovered to have the lowest level of agreement. The study presented some pedagogical implications and then concluded with the need for further triangulated exploration of the phenomenon.

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EFL secondary teachers’ assessment literacy: Assessment conceptions and practices

Journal on English as a Foreign Language ◽

10.23971/jefl.v10i2.2101 ◽

2020 ◽

Vol 10 (2) ◽

pp. 402-421

Author(s):

Roghibatul Luthfiyyah ◽

Iin Wariin Basyari ◽

Dwiniasih Dwiniasih

Keyword(s):

Secondary Teachers ◽

Online Survey ◽

Assessment Literacy ◽

Single Element ◽

Literacy Assessment ◽

Structured Interviews ◽

Assessment Practice ◽

Online Questionnaire ◽

Conceptions Of Assessment ◽

Literacy Level

Assessment literacy is defined as knowledge, conceptions, and skills to conduct an assessment. Having sufficient assessment literacy levels, teachers can assist students in improving learning and in achieving learning outcomes. This study employs a descriptive quantitative design that explores EFL secondary teachers' assessment literacy and assessment practice. The data were gathered using an online survey and semi-structured interviews. Forty-eight respondents willingly fulfilled an online questionnaire containing 32 questions adapted from the Teachers Assessment Literacy Questionnaire (TALQ). The data obtained from the survey were analyzed using descriptive statistics. Furthermore, three participants representing each assessment literacy level were selected for interviews to explore their classroom assessment practice. The interview data were analyzed using thematic analysis in terms of the conceptions of assessment, the procedure of assessment construction, and some challenges in assessment practice. The findings reveal that EFL secondary teachers generally have a moderate assessment literacy level. However, the participants reflect different conceptions of assessment, procedures, and challenges in assessment practice depending on an individual level of assessment literacy, institutional and national policies, and socio-culture factors. It shows that assessment literacy is not a single element that can influence teachers' assessment practices.

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