ERIC Number: EJ1029200
Record Type: Journal
Publication Date: 2014
Abstractor: As Provided
The Effect of High-Stakes Examination Systems on Teacher Beliefs: Egyptian Teachers' Conceptions of Assessment
Gebril, Atta; Brown, Gavin T. L.
Assessment in Education: Principles, Policy & Practice, v21 n1 p16-33 2014
Egypt is currently attempting to introduce a greater formative use of assessment while maintaining a public examination system. This study investigates teacher beliefs about the purposes of assessment in Egypt, using the Teachers' Conceptions of Assessment (TCoA) inventory. The TCoA inventory elicits responses about four main factors: Improvement, School Accountability, Student Accountability and Irrelevance. A large sample of (n?=?507) Egyptian pre-service and in-service teachers completed an Arabic version of the TCoA inventory. Confirmatory factor analysis was used to test the Egyptian teachers' responses against the pre-existing New Zealand model, which was found to be inadmissible. Consequently, an ecologically rational three-factor model was found. The model yielded a strong positive relationship between Improvement and Student Accountability, consistent with previous studies. It is argued that greater changes to the examination system are required if teacher beliefs are expected to be more positive about the priority of formative, improvement-oriented uses of assessment.
Descriptors: Foreign Countries, High Stakes Tests, Teacher Attitudes, Preservice Teachers, Public School Teachers, Attitude Measures, Factor Analysis, Factor Structure, Improvement, Accountability
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Elementary Secondary Education
Authoring Institution: N/A
Identifiers - Location: Egypt