Assessment conceptions of Finnish pre-service teachers

References

• Arter, J. A. 2003. “Assessment for Learning: Classroom Assessment to Improve Student Achievement and Well-Being.” In Measuring Up: Assessment Issues for Teachers, Counselors, and Administrators, edited by J. E. Wall and G. R. Walz, 463–484. Greensboro: ERIC.
   Google Scholar
• Atjonen, P. 2007. “”Eettinen näkökulma arviointiin: Miten ja kenen hyvää etsitään?”.” Didacta Varia 12: 31–41.
   Google Scholar
• Atjonen, P. 2014. “Teachers’ Views of Their Assessment Practice.” The Curriculum Journal 25: 238–259. doi:10.1080/09585176.2013.874952.
   Google Scholar
• Barnes, N., H. Fives, and C. M. Dacey. 2014. “Teachers’ Beliefs about Assessment.” In International Handbook of Research on Teachers’ Beliefs, edited by H. Fives and M. G. Gill, 284–300. London: Routledge.
   Google Scholar
• Barnes, N., H. Fives, and C. M. Dacey. 2017. “U.S. Teachers’ Conceptions of the Purposes of Assessment.” Teaching and Teacher Education 65: 107–116. doi:10.1016/j.tate.2017.02.017.
   Web of Science ®Google Scholar
• Björn, P. M., M. Aro, M. T. Koponen, L. S. Fuchs, and D. Fuchs. 2016. “The Many Faces of Special Education within RTI Frameworks in the United States and Finland.” Learning Disability Quarterly 39 (1): 58–66. doi:10.1177/0731948715594787.073194787.
   Web of Science ®Google Scholar
• Björn, P. M., M. Aro, T. Koponen, L. S. Fuchs, and D. Fuchs. 2018. “Response-to-intervention in Finland and the United States: Mathematics Learning Support as an Example.” Frontiers in Psychology 9: 800. doi:10.3389/fpsyg.2018.00800.
   PubMed Web of Science ®Google Scholar
• Black, P., and D. William. 1998. “Assessment and Classroom Learning.” Assessment in Education: Principles, Policy & Practice 5 (1): 7–74.
   Google Scholar
• Black, P., and D. William. 2018. “Classroom Assessment and Pedagogy.” Assessment in Education: Principles, Policy & Practice 25 (6): 551–575.
   Web of Science ®Google Scholar
• Bollen, K. A. 1989. Structural Equations with Latent Variables. New York, NY: John Wiley & Sons.
   Google Scholar
• Brown, G. T. L. 2004. “Teachers’ Conceptions of Assessment: Implications for Policy and Professional Development.” Assessment in Education 11: 302–318.
   Google Scholar
• Brown, G. T. L. 2008. Conceptions of Assessment: Understanding What Assessment Means to Teachers and Students. New York: Nova Science Publishers.
   Google Scholar
• Brown, G., A. Gebril, and M. Michaelides. 2019. “Teachers’ Conceptions of Assessment: A Global Phenomenon or A Global Localism.” Frontiers in Education 4. doi:10.3389/feduc.2019.00016.
   Google Scholar
• Brown, G. T. L., S. K. F. Hui, F. W. M. Yu, and K. J. Kennedy. 2011. “Teachers’ Conceptions of Assessment in Chinese Contexts: A Tripartite Model of Accountability, Improvement, and Irrelevance.” International Journal of Educational Research 50 (5–6): 307–320. doi:10.1016/j.ijer.2011.10.003.
   Google Scholar
• Brown, G. T. L., and A. Remesal. 2012. “Prospective Teachers’ Conceptions of Assessment: A Cross-cultural Comparison.” The Spanish Journal of Psychology 15 (1): 75–89.
   PubMed Web of Science ®Google Scholar
• Coutts, R. A., W. L. Gilleard, and R. Baglin. 2011. “Evidence for the Impact of Assessment on Mood and Motivation in First-year Students.” Studies in Higher Education 36 (3): 291–300.
   Web of Science ®Google Scholar
• Crossman, J. 2004. “Factors Influencing the Assessment Perceptions of Training Teachers.” International Education Journal 5 (4): 582–590.
   Google Scholar
• Crossman, J. 2007. “The Role of Relationships and Emotions in Student Perceptions of Learning and Assessment.” Higher Education Research and Development 26: 313–327.
   Google Scholar
• Daniels, L. M., and C. A. Poth. 2017. “Relationships between Pre-service Teachers’ Conceptions of Assessment, Approaches to Instruction, and Assessment: An Achievement Goal Theory Perspective.” Educational Psychology 37 (7): 835–853. doi:10.1080/01443410.2017.1293800.
   Web of Science ®Google Scholar
• Deneen, C. C., and G. T. L. Brown. 2016. “The Impact of Conceptions of Assessment on Assessment Literacy in a Teacher Education Program.” Cogent Education 3 (1): 1225380.
   Web of Science ®Google Scholar
• Deneen, C. G., G. W. Fulmer, G. T. L. Brown, K. Tan, W. S. Leong, and H. Y. Tay. 2019. “Value, Practice and Proficiency: Teachers’ Complex Relationship with Assessment for Learning.” Teaching and Teacher Education 80: 39–47. doi:10.1016/j.tate.2018.12.022.
   Web of Science ®Google Scholar
• Frey, B. B., and V. L. Schmitt. 2007. “Coming to Terms with Classroom Assessment.” Journal of Advanced Academics 18: 402–423. doi:10.4219/jaa-2007-495.
   Google Scholar
• Fuchs, D., and L. S. Fuchs. 2005. “Responsiveness–to–intervention: A Blueprint for Practitioners, Policymakers and Parents.” Teaching Exceptional Children 38 (1): 57–61.
   Google Scholar
• Fulmer, G. W., K. H. K. Tan, and I. C. H. Lee. 2019. “”Relationships among Singaporean Secondary Teachers’ Conceptions of Assessment and School and Policy Contextual Factors.”.” Assessment in Education: Principles, Policy & Practice 26 (2): 166–183. doi:10.1080/0969594X.2017.1336427.
   Web of Science ®Google Scholar
• Gibbs, G., and C. Simpson. 2005. “Conditions Under Which Assessment Supports Students’ Learning.” Learning and Teaching in Higher Education 1: 3–31.
   Google Scholar
• Gore, P. A. 2000. “Cluster Analysis.” In Handbook of Applied Multivariate Statistics and Mathematical Modeling, edited by H. E. A. Tinsley and S. D. Brown, 297–321. San Diego: Academic Press. doi:10.1016/B978-012691360-6/50012-4.
   Google Scholar
• Gott, R., and S. Duggan. 2002. “Problems with the Assessment of Performance in Practical Science: Which Way Now?” Cambridge Journal of Education 32 (2): 183–201. doi:10.1080/03057640220147540.
   Google Scholar
• Grigorenko, E. L. 2009. “Dynamic Assessment and Response to Intervention: Two Sides of One Coin.” Journal of Learning Disabilities 42: 111–132. doi:10.1177/0022219408326207.
   PubMed Web of Science ®Google Scholar
• Halinen, K., M. Ruohoniemi, N. Katajavuori, and V. Virtanen. 2014. “Life Science Teachers’ Discourse on Assessment: A Valuable Insight into the Variable Conceptions of Assessment in Higher Education.” Journal of Biological Education 48 (1): 16–22. doi:10.1080/00219266.2013.799082.
   Web of Science ®Google Scholar
• Harlen, W. 2005. “Teachers’ Summative Practices and Assessment for Learning – Tensions and Synergies.” Curriculum Journal 16 (2): 207–223. doi:10.1080/09585170500136093.
   Google Scholar
• Hawe, E. 2007. “Student Teachers’ Discourse on Assessment: Form and Substance.” Teaching in Higher Education 12 (3): 323–335. doi:10.1080/13562510701278666.
   Web of Science ®Google Scholar
• Hill, M. F., and G. Eyers. 2016. “Moving from Student to Teacher: Changing Perspectives about Assessment through Teacher Education.” In Handbook of Human and Social Conditions in Assessment, edited by G. T. L. Brown and L. R. Harris, 103–128. New York, NY: Routledge.
   Google Scholar
• Honkala, S., and T. Komppa. 2020. “Esi- Ja Perusopetuksen Opettajat [Teachers in Preschool and Compulsory Education].” In Opettajat Ja Rehtorit Suomessa 2019 [Teachers and Principals in Finland 2019], edited by Opetushallitus, 7–27. Helsinki: OPH.
   Google Scholar
• Hooper, D., J. Coughlan, and M. R. Mullen. 2008. “Structural Equation Modelling: Guidelines for Determining Model Fit.” The Electronic Journal of Business Research Methods 6 (1): 53–60.
   Google Scholar
• Howard, M. C., and M. E. Hoffman. 2018. “Variable-Centered, Person-Centered, and Person-Specific Approaches: Where Theory Meets the Method.” Organizational Research Methods 21 (4): 846–876. doi:10.1177/1094428117744021.
   Web of Science ®Google Scholar
• Jiawei, H., M. Kamber, and J. Pei 2011. “Data Mining: Concepts and Techniques.” Elsevier Science & Technology, ProQuest Ebook Central. Amsterdam: Elsevier. https://ebookcentral.proquest.com/lib/kutu/detail.action?docID=729031
   Google Scholar
• Kyttälä, M., P. Björn, M. Rantamäki, V. Närhi, and M. Aro. 2021. “Assessment Conception Patterns of Finnish Pre-Service Special Needs Teachers: The Contribution of Prior Studies and Teaching Experience.” European Journal of Special Needs Education. doi:10.1080/08856257.2020.1853972.
   Web of Science ®Google Scholar
• Levy-Vered, A., and F. N.-A. Alhija. 2018. “The Power of a Basic Assessment Course in Changing Preservice Teachers’ Conceptions of Assessment.” Studies in Educational Evaluation 59: 84–93. doi:10.1016/j.stueduc.2018.04.003.
   Web of Science ®Google Scholar
• Lutovac, S., and M. A. Flores. 2021. “Conceptions of Assessment in Pre-service Teachers’ Narratives of Students’ Failure.” Cambridge Journal of Education. doi:10.1080/0305764X.2021.1935736.
   Web of Science ®Google Scholar
• Mockler, N. 2011. “Beyond ‘What Works’: Understanding Teacher Identity as a Practical and Political Tool.” Teachers and Teaching 17 (5): 517–528. doi:10.1080/13540602.2011.602059.
   Web of Science ®Google Scholar
• OECD. 2019. “What Students Know and Can Do.” PISA 2018 Results I. doi:10.1787/5f07c754-en.
   Google Scholar
• Postareff, L., V. Virtanen, N. Katajavuori, and S. Lindblom-Ylänne. 2012. “Academics’ Conceptions of Assessment and Their Assessment Practices.” Studies in Educational Evaluation 38: 84–92.
   Google Scholar
• Remesal, A. 2007. “Educational Reform and Primary and Secondary Teachers’ Conceptions of Assessment: The Spanish Instance, Building upon Black and Wiliam (2005).” Curriculum Journal (London, England) 18.1: 27–38.
   Google Scholar
• Remesal, A. 2011. “Primary and Secondary Teachers’ Conceptions of Assessment: A Qualitative Study.” Teaching and Teacher Education 27: 472–482.
   Web of Science ®Google Scholar
• Siegel, M. A., and C. Wissehr. 2011. “Preparing for the Plunge: Pre-service Teachers’ Assessment Literacy.” Journal of Science Teacher Education 22 (4): 371–391. doi:10.1007/s10972-011-9231-6.
   Google Scholar
• Smith, L. F., M. F. Hill, B. Cowie, and A. Gilmore. 2014. “Preparing Teachers to Use the Enabling Power of Assessment.” In Designing Assessment for Quality Learning. The Enabling Power of Assessment, edited by C. Wyatt-Smith, V. Klenowski, and P. Colbert, 303–323. Vol. 1. Dordrecht: Springer Science+Business Media.
   Google Scholar
• Steiger, J. H. 2007. “Understanding the Limitations of Global Fit Assessment in Structural Equation Modeling.” Personality and Individual Differences 42 (5): 893–898.
   Web of Science ®Google Scholar
• Takala, M., R. Pirttimaa, and M. Törmänen. 2009. “Inclusive Special Education: The Role of Special Education Teachers in Finland.” British Journal of Special Education 36: 162–172.
   Google Scholar
• Takala, M., E. Silfver, Y. Karlsson, and M. Saarinen. 2018. “Supporting Pupils in Finnish and Swedish Schools —teachers’ Views.” Scandinavian Journal of Educational Research. doi:10.1080/00313831.2018.1541820.
   Web of Science ®Google Scholar
• TENK. 2019. The ethical principles of research with human participants and ethical review in the human sciences in Finland. Finnish National Board on Research Integrity TENK guidelines. 2019. Tutkimuseettisen neuvottelukunnan julkaisuja 3. Helsinki: Finnish National Board on Research Integrity TENK.
   Google Scholar
• Vainikainen, M. P., H. Thuneberg, J. Marjanen, J. Hautamäki, S. Kupiainen, and R. Hotulainen. 2017. “How Do Finns Know? Educational Monitoring without Inspection and Standard Setting.” In Standard Setting in Education. Methodology of Educational Measurement and Assessment, edited by S. Blömeke and J. E. Gustafsson. Cham: Springer, 243–259. doi:10.1007/978-3-319-50856-6_14.
   Google Scholar
• Veldhuis, M., and M. van den Heuvel-panhuizen. 2013. “Primary School Teachers’ Assessment Profiles in Mathematics Education.” PLOS One 9: 1. doi:10.1371/journal.pone.0086817.
   Web of Science ®Google Scholar
• Virinkoski, R., M.-K. Lerkkanen, K. Eklund, and M. Aro. 2020. “Special Education Teachers’ Identification of Students’ Reading Difficulties in Grade 6.” Scandinavian Journal of Educational Research. doi:10.1080/00313831.2020.1833241.
   Web of Science ®Google Scholar
• West, S. G., A. B. Taylor, and W. Wu. 2012. “Model Fit and Model Selection in Structural Equation Modeling.” In Handbook of Structural Equation Modeling, edited by R. H. Hoyle, 209–231. New York, NY: Guilford Press.
   Google Scholar
• Xu, Y., and G. T. L. Brown. 2016. “Teacher Assessment Literacy in Practice: A Reconceptualization.” Teaching and Teacher Education 58: 149–162. doi:10.1016/j.tate.2016.05.010.
   Web of Science ®Google Scholar
• Xu, Y., and L. He. 2019. “How Pre-service Teachers’ Conceptions of Assessment Change over Practicum: Implications for Teacher Assessment Literacy.” Frontiers in Education 4: 1–16. doi:10.3389/feduc.2019.00145.
   Google Scholar