ERIC Number: EJ1173343
Record Type: Journal
Publication Date: 2016-Oct
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1323-577X
EISSN: N/A
Chinese Preservice Teachers' Beliefs about Assessment
Chen, Junjun; Cowie, Bronwen
Educational Practice and Theory, v38 n2 p77-93 Oct 2016
This study investigated the responses of 531 preservice teachers to a "Beliefs About Assessment" questionnaire in China. The questionnaire focused on understanding the purposes, practices and principles of assessment for and of learning. Using factor analysis, an inter-correlated two-order model fitted well to the responses. This model comprised four factors: Assessment to Trace Development and Inform Action, Assessment for Various Accountability Purposes, Teacher Assessment Knowledge and Negative Aspects of Assessment. The preservice teachers demonstrated a broad conception of the usefulness, relevance and problematic nature of assessment for multiple purposes. As might be expected, preservice teachers endorsed the Negative Aspects of Assessment factor least (albeit still at the level of 'agree') and this assessment factor was very much inversely independent of the other factors. Striking differences and intriguing similarities between inservice and preservice teachers in the Chinese context and preservice teachers in China and New Zealand are discussed.
Descriptors: Preservice Teachers, Student Attitudes, Foreign Countries, Questionnaires, Evaluation Methods, Accountability, Knowledge Base for Teaching, Student Evaluation, Cross Cultural Studies, Likert Scales, Factor Analysis, Item Analysis, Comparative Analysis, Testing, Multivariate Analysis, Statistical Analysis, Maximum Likelihood Statistics, Regression (Statistics)
James Nicholas Publishers. PO Box 5179, South Melbourne, VIC 3205 Australia. Tel: +61-39-696-5545; Fax: +61-39-699-2040; e-mail: custservice@jnponline.com; Web site: https://www.jamesnicholaspublishers.com.au/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China; New Zealand
Grant or Contract Numbers: N/A