Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/21677
Title: 
Authors: 
Keywords: 
Conceptions of assessment
Contextual factors
Educational assessment
Latent class analysis
Teacher beliefs and views
Issue Date: 
2019
Citation: 
Fulmer, G. W., Tan, K. H. K., & Lee, I. C. H. (2019). Relationships among Singaporean secondary teachers’ conceptions of assessment and school and policy contextual factors. Assessment in Education: Principles, Policy and Practice, 26(2), 166-183. http://dx.doi.org/10.1080/0969594X.2017.1336427
Abstract: 
This study examines teachers’ conceptions of assessment and related contextual factors at the classroom, school, and national level. A representative survey of Singaporean secondary school teachers resulted in a final sample consisting of 229 teachers from 9 secondary schools. Findings on that teachers endorse views of assessment for school accountability, student accountability, and student improvement, but little endorsement of assessment as irrelevance. Teachers report feeling capable and qualified to use assessments, but concerned about how much they are trusted as assessors at school and national levels. Follow-up latent class analysis identified groups of teachers based on their responses to the irrelevance of assessment; teachers who found assessment irrelevant were present across all schools and subjects, but showed lower sense of preparation for assessment, school level support, and importance of academic success in society.
Description: 
This is the final draft, after peer-review, of a manuscript published in Assessment in Education: Principles, Policy and Practice. The published version is available online at http://www.tandfonline.com/10.1080/0969594X.2017.1336427
URI: 
ISSN: 
0969-594X (print)
1465-329X (online)
Other Identifiers: 
10.1080/0969594X.2017.1336427
Website: 
Appears in Collections:Journal Articles

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