Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/16354
Full metadata record
DC FieldValueLanguage
dc.contributor.authorLee, Iris Chai Hong-
dc.contributor.authorFulmer, Gavin William-
dc.contributor.authorTan, Kelvin, 1967--
dc.date.accessioned2015-01-06T03:26:29Z-
dc.date.available2015-01-06T03:26:29Z-
dc.date.issued2013-10-
dc.identifier.citationPaper presented at the 39th Annual Conference of the International Association of Educational Assessment (IAEA) on “Educational Assessment 2.0: Technology in Educational Assessment”, Tel Aviv, Israel, 20 – 25 October 2013en_US
dc.identifier.urihttp://hdl.handle.net/10497/16354-
dc.description.abstractThere exist studies such as that of James and Pedder (2006), Brown (2004), Hargreaves, Earl, and Schmidt (2002) which purport to measure teachers’ assessment conceptions and practices. However, there has not been any known study that seeks to explore the contextual factors which affect the teachers’ assessment literacy. These factors, both socially and contextually value-laden, are likely to influence and/or affect teachers’ conceptions of assessment. While teacher literacy regarding assessment principles has been emphasized in preservice training and inservice professional development (Popham, 2009; Stiggins, 2004), such training and development do not occur in vacuums, but are carried out and accepted by people, coming from and embedded within the varied cultures and contexts. As each school is different and performance on assessment literacy may most likely be judged by people operating in these different cultures, what may actually be implemented and operationalized are likely to be subject to peculiarities of these social cultures (Fullan, 2010; Wiggins, 1993). Hence, this study addresses the gap of bridging these missing and yet, essential elements of understanding teachers’ conceptions of assessment. A new, 41-item instrument was developed based on Kozma’s (2003) framework of micro, meso, and macro-level contextual factors and focus group discussion with teachers, school leaders, and teacher educators. The draft instrument was refined through further teacher interviews to improve legibility and interpretation of the item stems. After pilot testing and analysis with RateFOLD (Luo & Andrich, 1999), a final version was developed with 30 items, and is currently under further study.en_US
dc.language.isoenen_US
dc.subjectContextual factorsen_US
dc.subjectRateFOLDen_US
dc.subjectMicroen_US
dc.subjectMesoen_US
dc.subjectMacro levelsen_US
dc.titleContextual factors that affect Singapore secondary school teachers’ assessment literacyen_US
dc.typeConference Paperen_US
item.fulltextWith Fulltext-
item.grantfulltextopen-
Appears in Collections:Conference Papers
Files in This Item:
File Description SizeFormat 
IAEA-2013_LeeIris_a.pdf441.43 kBAdobe PDFThumbnail
View/Open
Show simple item record

Page view(s) 20

102
Last Week
5
Last month
8
checked on May 26, 2019

Download(s) 20

145
checked on May 26, 2019

Google ScholarTM

Check


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.