Chinese teachers’ conceptions of assessment for and of learning: Six competing and complementary purposes

Figures & data

Table 1. Data source information

Study	Data collection method	Samples	Data analysis method
Lian (2006)	Semi-structured interviews	17 secondary school English teachers in Guangzhou	Phenomenographic analysis of transcripts
Shang (2007)	Survey used self-developed questionnaire	271 teachers in three high schools in Hubei	Exploratory factor analysis of ratings
Wu (2007)	Interviews + survey used self-developed questionnaire	17 + 220 secondary school science teachers in Guangdong	Phenomenographic analysis of transcripts and exploratory factor analysis of ratings
Li and Hui (2007)	Chinese translation of COA-III	97 lecturers of a tertiary vocational college in Zhejian	Exploratory factor analysis of five-point balanced agreement ratings
Brown et al. (2009)	Translated Cantonese version of CoA-III	288 primary and secondary teachers in Hong Kong	Exploratory and confirmatory factor analysis of six-point positively packed agreement ratings
SCNU Team (2010)	Modified version of COA-III ((C)	1395 teachers in 15 schools in Guangxi and Guangdong	Exploratory and confirmatory factor analysis of eight-point balanced agreement ratings
Wang (2010)	COACT + follow up interviews	501 secondary school Chinese teachers in 32 schools in six provinces	Phenomenographic analysis of transcripts and exploratory factor analysis of ratings
Brown, Hui, Yu, and Kennedy (2011)	Modified and extended C-TCoA inventory	1014 primary and secondary teachers in Hong Kong 898 primary and secondary teachers in Guangdong province, PRC	Exploratory and confirmatory factor analysis with multigroup invariance testing between PRC and HK samples

Figure 1. A model of the Chinese teachers’ conceptions of assessment.

Table 2. Conceptions of assessment categories

Chinese categories	Chinese surveys
	Lian (2006)	Wu (2007)	Li and Hui (2006)	SCNU (2010)	Wang (2010)	Brown et al. (2011)	Brown (2004)
Management and inspection	Behavioural management	Management-oriented	School accountability	Teacher accountability; supervising and urging	Management and control	Teacher and school control	School accountability
Institutional targets	Target orientation	Exam-oriented	Student accountability	Exam preparation	Exam-oriented	Examinations; error	Student accountability
Facilitation and diagnosis	Teaching diagnosis	Teaching-oriented	Improvement	—	Improvement	Accuracy	Improvement
Ability development	Ability development	Ability-oriented	Improvement	—	—	Help learning	Improvement
Personal quality	All-round development	Personality-oriented	—	Student development	Nurturance	Student development	—
Negativity	—	—	Irrelevance	Negativity; error	Irrelevant	Irrelevance	Irrelevance

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