Conceptions of Assessment: Investigating What Assessment Means to Secondary and University Teachers
AbstractThe overriding objective of this study was to investigate secondary and university teachers’ assessment conceptions in an EFL context using a four-factor (Student Accountability, School Accountability, Improvement, and Irrelevance) teachers’ conceptions of assessment (TCoA) inventory (Brown, 2006). Data of the study were collected by a questionnaire administered to secondary school (n=336) and university (n=206) teachers. Factor analyses (exploratory factor analysis (EFA), parallel analysis (principal component analysis (PCA)), dimension analysis (SPSS R-Menu v.2.0), and confirmatory factor analysis (CFA)) using SPSS v. 22.0 and AMOS v. 21.0 were examined. Results delineated a three-factor model (Accountability, Improvement and Irrelevant) with an endorsement of and a significant relationship between Accountability and Improvement. The ecological relationship between factors and indicators denoted teachers’ misconceptions about assessment. Implications for future research on TCoA in similar-related contexts were also discussed.
Jun 10, 2016
How to Cite
HIDRI, Sahbi. Conceptions of Assessment: Investigating What Assessment Means to Secondary and University Teachers. Arab Journal of Applied Linguistics, [S.l.], v. 1, n. 1, p. 19-43, june 2016. ISSN 2490-4198. Available at: <http://arjals.com/index.php/Arab_Journal_Applied_Linguistics/article/view/313>. Date accessed: 23 sep. 2021. doi: http://dx.doi.org/10.1234/ajal.v1i1.313.
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