Multi-level model of contextual factors and teachers’ assessment practices: an integrative review of research

Abstract

We present a multi-level model of contextual factors that may influence teachers’ assessment practices, and use this model in a selected review of existing literature on teachers’ assessment knowledge, views and conceptions with respect to these contextual factors. Adapting Kozma’s model, we distinguish three levels of influence on teachers’ practices: micro, meso and macro. We searched for relevant articles in EBSCO, JSTOR and other databases, and review selected articles with a focus on the complex relationships within and across these levels. Findings reveal a large body of research at the micro-level (teacher), such as on teachers’ values, conceptions and knowledge. However, there is relatively less research at the meso-level (school) or connecting it with the micro- or macro-levels. Implications for future research are also discussed.

Keywords:

• conceptions of assessment
• contextual factors
• educational assessment
• classroom assessment
• assessment literacy
• teacher views and beliefs
• instruction

Acknowledgements

This manuscript is based on work supported by the National Institute of Education (NIE), Office of Education Research (OER) [grant number OER 3/12 KKH]. The opinions or findings presented are those of the authors and do not necessarily reflect those of the NIE, OER, or MOE. The authors wish to recognise the assistance of Ms. Huiwen Wong, project RA, for her contribution to the work.

Additional information

Funding

This work is supported by the National Institute of Education (NIE), Office of Education Research (OER) [grant number OER 3/12 KKH].