Use of interactive–informal assessment practices: New Zealand secondary students' conceptions of assessment |
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| Authors: | Gavin TL Brown S Earl Irving Elizabeth R Peterson Gerrit HF Hirschfeld |
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| Institution: | 1. Faculty of Education, University of Auckland, Private Bag 92019, Auckland, New Zealand;2. Cognition Consulting Ltd., Private Bag 92617, Auckland, New Zealand;3. Department of Psychology, University of Auckland, Private Bag 92019, Auckland, New Zealand;4. University of Muenster, Psychological Institute II, 48149 Muenster, Germany;1. University of Nicosia, Cyprus;2. University of Cyprus, Cyprus;1. University of Auckland, Auckland, New Zealand;2. Auckland District Health Board, Auckland, New Zealand;1. School of Education, Boston University, 2 Silber Way, Boston, MA 02215, USA;2. Hiatt Center for Urban Education, Clark University, 950 Main St. Worcester, MA 01610, USA;1. Institute for Advanced Studies in Basic Sciences, Iran;2. Queen’s University, Canada |
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| Abstract: | This study aimed to investigate how students' conceptions of assessment relate to one another, how students define assessment, and how student conceptions of assessment relate to their definitions of assessment. A nationally representative sample of New Zealand secondary students (N = 705) responded to a 45-item Conceptions of Assessment inventory and a list of 12 assessment practices. Well-fitting measurement models were found. The more students agreed that assessment was to help them improve the more they associated assessment with teacher-controlled practices. Further, the more students perceived assessment as irrelevant the more they defined it as interactive–informal practices. Thus, more student-oriented practices were conceived as creating a positive social environment that was irrelevant to learning. |
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