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Educational Studies Volume 46, 2020 - Issue 4
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Articles

Chinese school teachers’ conceptions of high-stakes and low-stakes assessments: an invariance analysis

Junjun Chena Department of Education Policy and Leadership, The Education University of Hong Kong, Tai Po, Hong KongCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0002-1549-7991View further author information
ORCID Icon &
Timothy Teob School of Education, Murdoch University, Murdoch, AustraliaView further author information
Pages 458-475 | Received 28 Dec 2018, Accepted 21 Mar 2019, Published online: 12 Apr 2019

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Read on this site (3)

Audrey Doyle. (2023) Disturbing the teacher’s role as assessor: the case of calculated grades 2020–2021 in Ireland. Irish Educational Studies 0:0, pages 1-24.
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Rui Huang & Lianjiang Jiang. (2021) Authentic assessment in Chinese secondary English classrooms: teachers’ perception and practice. Educational Studies 47:6, pages 633-646.
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Johannes Lunde Hatfield & Tone Elin T. Soløst. Assessing the assessment: exploring Norwegian primary education teachers’ perceptions of national accountability testing. Scandinavian Journal of Educational Research 0:0, pages 1-18.
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Articles from other publishers (5)

Silje Kristin Gloppen. (2023) Enacting teacher evaluation in Norwegian compulsory education: teachers’ perceptions of possibilities and constraints. Educational Assessment, Evaluation and Accountability 35:3, pages 387-417.
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Yueting Xu, Jiayu Chen & Liyi He. (2023) How Personal, Experiential, and Contextual Factors Mediate EFL Teachers’ Conceptions of Assessment: A Narrative Study. Chinese Journal of Applied Linguistics 46:2, pages 237-252.
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Limin Zhang & Lianjiang Jiang. (2023) The role of emotion in Chinese preschool teachers’ identity construction. Teaching and Teacher Education 123, pages 104010.
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Xiaojun Ling, Junjun Chen, Daniel H. K. Chow, Wendan Xu & Yingxiu Li. (2022) The “Trade-Off” of Student Well-Being and Academic Achievement: A Perspective of Multidimensional Student Well-Being. Frontiers in Psychology 13.
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Carmelo Galioto-Allegra & Luís Manuel Flores-Gonzalez. (2021) Dimensiones epistemológicas en los sistemas de accountability de la calidad educativa: elementos para una interrogación crítica. Revista Brasileira de Educação 26.
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