Citations (46)
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Sabrina Ann Kenny & Claire E. Cameron. (2023) Examining conceptions of assessment among a social media-based sample of early childhood professionals. Journal of Early Childhood Teacher Education 44:3, pages 288-309.
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Tobias Jansson & Håkan Löfgren. (2022) Balancing diverse purposes in Civics teachers’ assessment decision making. Scandinavian Journal of Educational Research 0:0, pages 1-15.
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Youngjoon Kim & Okseon Lee. (2022) Exploring the phenomenological meanings of assessment in physical education through primary teachers’ lived experiences. Physical Education and Sport Pedagogy 27:6, pages 578-590.
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Kiren Kaur. (2021) Formative assessment in English language teaching: exploring the enactment practices of teachers within three primary schools in Singapore. Asia Pacific Journal of Education 41:4, pages 695-710.
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Marie Darmody, Zita Lysaght & Michael O’Leary. (2020) Irish post-primary teachers’ conceptions of assessment at a time of curriculum and assessment reform. Assessment in Education: Principles, Policy & Practice 27:5, pages 501-521.
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Niek Frans, W. J. Post, C. E. Oenema-Mostert & A. E. M. G. Minnaert. (2020) Preschool/Kindergarten teachers’ conceptions of standardised testing. Assessment in Education: Principles, Policy & Practice 27:1, pages 87-108.
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Serafina Pastore, Amelia Manuti & Anna Fausta Scardigno. (2019) Formative assessment and teaching practice: the point of view of Italian teachers. European Journal of Teacher Education 42:3, pages 359-374.
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Gavin T.L. Brown, Lois R. Harris, Chrissie O'Quin & Kenneth E. Lane. (2017) Using multi-group confirmatory factor analysis to evaluate cross-cultural research: identifying and understanding non-invariance. International Journal of Research & Method in Education 40:1, pages 66-90.
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Ursula Hoadley & Johan Muller. (2016) Visibility and differentiation: systemic testing in a developing country context. The Curriculum Journal 27:2, pages 272-290.
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Gavin T.L. Brown & Lingbiao Gao. (2015) Chinese teachers’ conceptions of assessment for and of learning: Six competing and complementary purposes. Cogent Education 2:1.
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Adi Levy-Vered & Fadia Nasser-Abu Alhija. (2015) Modelling beginning teachers’ assessment literacy: the contribution of training, self-efficacy, and conceptions of assessment. Educational Research and Evaluation 21:5-6, pages 378-406.
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Hege Hermansen. (2014) Recontextualising assessment resources for use in local settings: opening up the black box of teachers’ knowledge work. The Curriculum Journal 25:4, pages 470-494.
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Lynn Thomas, Colette Deaudelin, Julie Desjardins & Olivier Dezutter. (2011) Elementary teachers’ formative evaluation practices in an era of curricular reform in Quebec, Canada. Assessment in Education: Principles, Policy & Practice 18:4, pages 381-398.
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Lois Harris. (2010) Delivering, modifying or collaborating? Examining three teacher conceptions of how to facilitate student engagement. Teachers and Teaching 16:1, pages 131-151.
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Articles from other publishers (32)
Nuh ÖZBEY & Mehmet Fatih ÖZMANTAR. (2023) Material Features That Determine the Activity Preferences of Mathematics Teachers. e-Kafkas Eğitim Araştırmaları Dergisi 10:1, pages 18-36.
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Felizardo Muianga. (2023) English language teachers’ conceptions of assessment. Frontiers in Education 7.
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Rozanah Katrina Herda, Ima Widyastuti, Maria Corazon Saturnina A Castro & Angga Damayanto. (2022) Going beyond the EFL teachers’ beliefs on authentic assessment: Reframing the five-dimensional approach. Tamansiswa International Journal in Education and Science 4:1, pages 1-19.
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Astrid Morrison & Paulina Sepulveda-Escobar. (2022) Chilean English as a Foreign Language Teacher Educators’ Conceptions and Practices of Online Assessment. RELC Journal, pages 003368822210790.
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Vera Monteiro, Lourdes Mata & Natalie Nóbrega Santos. (2021) Assessment Conceptions and Practices: Perspectives of Primary School Teachers and Students. Frontiers in Education 6.
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Lin Lin, Guan Ying Li & Xuejun Guo. (2021) Pre-service Chinese language teachers’ conceptions of assessment: A person-centered perspective. Language Teaching Research, pages 136216882199652.
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Guan Ying Li, Xinhua Zhu & Choo Mui Cheong. (2020) Secondary teachers’ conceptions of integrated writing skills: Are teachers’ conceptions aligned with the curriculum objectives. Asia Pacific Education Review 21:3, pages 379-391.
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emily howe & Richard Correnti. (2020) Negotiating the Political and Pedagogical Tensions of Writing Rubrics: Using Conceptualization to Work toward Sociocultural Writing Instruction. English Education 52:4, pages 335-360.
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Ramazan YETKİN & Zekiye ÖZER. (2020) İngilizce Öğretmeni ve Öğretmen Adaylarının Ölçme ve Değerlendirme Kavrayışına Yönelik Bir Araştırma. Kuramsal Eğitimbilim 13:2, pages 384-396.
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Gustavo Martínez-Sierra, Javier García-García, María Valle-Zequeida & Crisólogo Dolores-Flores. (2019) High School Mathematics Teachers’ Beliefs About Assessment in Mathematics and the Connections to Their Mathematical Beliefs. International Journal of Science and Mathematics Education 18:3, pages 485-507.
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Kothai Nayagi N & M. Rajendran. (2020) PRE-SERVICE TEACHERS’ APPROACHES TO CLASSROOM ASSESSMENT. Humanities & Social Sciences Reviews 8:1, pages 666-673.
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Christopher DeLuca, Andrew Coombs, Stephen MacGregor & Amirhossein Rasooli. (2019) Toward a Differential and Situated View of Assessment Literacy: Studying Teachers' Responses to Classroom Assessment Scenarios. Frontiers in Education 4.
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F. Javier Murillo & Nina Hidalgo. (2018) Las concepciones sobre una evaluación justa de los estudiantes. Un estudio fenomenográfico desde la perspectiva de los docentes. Revista Complutense de Educación 29:4, pages 995-1010.
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Sung-Pei Chien, Hsin-Kai Wu & Ying-Shao Hsu. (2014) An investigation of teachers’ beliefs and their use of technology-based assessments. Computers in Human Behavior 31, pages 198-210.
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Hege Hermansen & Monika Nerland. (2014) Reworking practice through an AfL project: an analysis of teachers’ collaborative engagement with new assessment guidelines. British Educational Research Journal 40:1, pages 187-206.
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Gavin T L Brown & Ana Remesal. (2013) Prospective Teachers' Conceptions of Assessment: A Cross-Cultural Comparison. The Spanish journal of psychology 15:1, pages 75-89.
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Gavin Thomas Lumsden Brown & Michalis P. Michaelides. (2010) Ecological rationality in teachers' conceptions of assessment across samples from Cyprus and New Zealand. European Journal of Psychology of Education 26:3, pages 319-337.
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