https://orcid.org/0000-0002-1549-7991
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ABSTRACT
The study investigated teachers’ conceptions of high-stakes and low-stakes assessments with a sample of 1,013 school teachers from China. In general, the assessment model indicated that school teachers in this study agreed with the most factors. They demonstrated a broad understanding of the improvement, evaluation, control, irrelevance, and challenges of assessment for a range of purposes. Multi-group confirmatory factor analysis for high-stakes vs low-stakes found that Chinese teachers perceived improvement, school accountability and examination purposes as highly positively correlated, though accountability was weakly correlated with irrelevance. Further, these teachers showed favourable attitudes toward low-stakes assessments which are believed more indicative of learning, teaching, examination, and school accountability. These results indicate that it is an appropriate option to adopt low-stakes assessments to remedy the unintended effects of high-stakes assessments in China. Possible explanations for major results are discussed, which may provide implications for other educational contexts.
Disclosure statement
No potential conflict of interest was reported by the authors.
Additional information
Notes on contributors
Junjun Chen
Dr. Junjun Chen is an assistant professor in the Education University of Hong Kong, Hong Kong. Her research focuses on measuring teacher and principal effectiveness and school improvement. In pursuing these concerns, she investigate teachers’ and principals’ beliefs and how these beliefs are related with each other.
Timothy Teo
Dr. Timothy Teo serves as a Professor of School of Education at Murdoch University, Australia. His research interests are multi-disciplinary and both substantive and methodological areas. These are Educational Psychology, ICT in Education, and Quantitative Methods.