NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1002246
Record Type: Journal
Publication Date: 2012
Pages: 14
Abstractor: As Provided
Reference Count: 58
ISSN: ISSN-1446-5442
Student Conceptions of Assessment by Level of Schooling: Further Evidence for Ecological Rationality in Belief Systems
Brown, Gavin; Harris, Lois
Australian Journal of Educational & Developmental Psychology, v12 p46-59 2012
Student beliefs about assessment may vary according to the level of schooling. The "Students Conceptions of Assessment" version 6 (SCoA-VI) inventory elicits attitudes towards four beliefs (assessment: improves teaching and learning, measures external factors, has affective impact/benefit, is irrelevant). Using multi-group confirmatory factor analysis, responses of primary (n = 100) and high school students (n = 134) revealed statistically significant mean score differences. The older students agreed less with improvement, affect/benefit, and external factors conceptions and more with the irrelevance conception. This study provides further evidence that student beliefs about assessment are consistent with how assessment is used in their school environments. (Contains 3 tables and 1 figure.)
University of Newcastle. School of Education, Callaghan, NSW 2308, Australia. e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand