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ERIC Number: EJ1207924
Record Type: Journal
Publication Date: 2016-Jan
Pages: 25
Abstractor: As Provided
ISSN: EISSN-2490-4198
Conceptions of Assessment: Investigating What Assessment Means to Secondary and University Teachers
Hidri, Sahbi
Arab Journal of Applied Linguistics, v1 n1 p19-43 Jan 2016
The overriding objective of this study was to investigate secondary and university teachers' assessment conceptions in an EFL context using a four-factor ("Student Accountability", "School Accountability", "Improvement" and "Irrelevance") teachers' conceptions of assessment (TCoA) inventory (Brown, 2006). Data of the study were collected by a questionnaire administered to secondary school (n=336) and university (n=206) teachers. Factor analyses (exploratory factor analysis (EFA), parallel analysis (principal component analysis (PCA)), dimension analysis (SPSS R-Menu v.2.0) and confirmatory factor analysis (CFA)) using SPSS v. 22.0 and AMOS v. 21.0 were examined. Results delineated a three-factor model ("Accountability", "Improvement" and "Irrelevant") with an endorsement of and a significant relationship between "Accountability" and "Improvement". The ecological relationship between factors and indicators denoted teachers' misconceptions about assessment. Implications for future research on TCoA in similar-related contexts were also discussed.
Faculty of Human and Social Sciences of Tunis, Tunisia. 94 BD du 9 Avril Tunis 1007, Tunisia. Tel: 216-71564797; Fax: 216-567551; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Tunisia
Grant or Contract Numbers: N/A