Sixth, seventh and eighth grade teachers' conception of assessment

Vardar, Emine
The main purpose of this study was to investigate sixth, seventh, and eight gradeTurkish, English, Mathematics, Science and Technology, and Social Studies teachers’ conceptions of assessment. It was also aimed at finding out the differences, if any, in teachers’ conceptions of assessment according to their teaching subject, years of teaching experience, in-service training, and the undergraduate institution they graduated from. There were 414 teachers included in the study. Data were gathered through the short version of Teacher Conceptions of Assessment Scale (TCoA-IIIA), which had 27 items. Exploratory Factor Analysis results revealed that there were four factors in the scale which were called Student Accountability, School Accountability, Improvement, and Irrelevance like in the original scale. Then, the correlation results revealed that Student Accountability, School Accountability and Improvement conceptions were significantly correlated with each other at moderate level. However, Irrelevance conception did not have a significant relationship with other conceptions. The findings of Multivariate Analysis of Variance (MANOVA) indicated that teaching subject and in-service training did not make any significant difference in teachers’ conceptions of assessment. However, years of teaching experience and undergraduate institution teachers graduated did significant differences in teachers’ conceptions of assessment.


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Citation Formats
E. Vardar, “Sixth, seventh and eighth grade teachers’ conception of assessment,” M.S. - Master of Science, Middle East Technical University, 2010.