Evaluating and comparing Singaporean and Taiwanese eighth graders’ conceptions of science assessment

References

• Areepattamannil, S., C. L. Chiam, D. H. L. Lee, and H. Hong. 2015. “Correlates of Science Achievement in Singapore: A Multilevel Exploration.” In Science Education in East Asia, edited by M. S. Khine, 607–629. Cham: Springer.10.1007/978-3-319-16390-1
   Google Scholar
• Arino de la Rubia, L. S., T.-J. Lin, and C.-C. Tsai. 2014. “Cross-cultural Comparisons of Undergraduate Student Views of the Nature of Science.” International Journal of Science Education 36: 1685–1709.10.1080/09500693.2013.875637
   Web of Science ®Google Scholar
• Atkin, J. M., and J. E. Coffey. 2003. Everyday Assessment in the Science Classroom. Arlington, VA: National Science Teachers Association.10.2505/9781935155706
   Google Scholar
• Bell, B. 2007. “Classroom Assessment of Science Learning.” In Handbook of Research on Science Education, edited by S. K. Abell and N. G. Lederman, 965–1006. Mahwah, NJ: Lawrence Erlbaum.
   Google Scholar
• Bell, B., and B. Cowie. 2001. “The Characteristics of Formative Assessment in Science Education.” Science Education 85: 536–553.10.1002/(ISSN)1098-237X
   Web of Science ®Google Scholar
• Bentler, P. M. 1990. “Comparative Fit Indexes in Structural Models.” Psychological Bulletin 107: 238–246.10.1037/0033-2909.107.2.238
   PubMed Web of Science ®Google Scholar
• Birenbaum, M., K. Breuer, E. Cascallar, F. Dochy, Y. Dori, J. Ridgway, R. Wiesemes, and G. Nickmans. 2006. “A Learning Integrated Assessment System.” Educational Research Review 1: 61–67.10.1016/j.edurev.2006.01.001
   Google Scholar
• Black, P. 2001. “Dreams, Strategies and Systems: Portraits of Assessment Past, Present and Future.” Assessment in Education: Principles, Policy & Practice 8: 65–85.10.1080/09695940120033261
   Google Scholar
• Brislin, R. W. 1970. “Back-Translation for Cross-Cultural Research.” Journal of Cross-Cultural Psychology 1: 185–216.10.1177/135910457000100301
   Web of Science ®Google Scholar
• Broadfoot, P. 2002. “Dynamic Versus Arbitrary Standards: Recognising the Human Factor in Assessment.” Assessment in Education: Principles, Policy & Practice 9: 157–159.10.1080/0969594022000001904
   Google Scholar
• Brotman, J. S., and F. M. Moore. 2008. “Girls and Science: A Review of Four Themes in the Science Education Literature.” Journal of Research in Science Teaching 45: 971–1002.10.1002/tea.v45:9
   Web of Science ®Google Scholar
• Brown, G. T. L. 2004. “Teachers’ Conceptions of Assessment: Implications for Policy and Professional Development.” Assessment in Education: Principles, Policy & Practice 11: 301–318.10.1080/0969594042000304609
   Google Scholar
• Brown, G. T. L. 2011. “Self-regulation of Assessment Beliefs and Attitudes: A Review of the Students’ Conceptions of Assessment inventory.” Educational Psychology 31: 731–748.10.1080/01443410.2011.599836
   Web of Science ®Google Scholar
• Brown, G. T. L., and L. Harris. 2012. “Student Conceptions of Assessment by Level of Schooling: Further Evidence for Ecological Rationality in Belief Systems.” Australian Journal of Educational & Developmental Psychology 12: 46–59.
   Google Scholar
• Brown, G., and G. Hirschfeld. 2008. “Students’ Conceptions of Assessment: Links to Outcomes.” Assessment in Education: Principles, Policy & Practice 15: 3–17.10.1080/09695940701876003
   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: 307–320.10.1016/j.ijer.2011.10.003
   Google Scholar
• Brown, G. T. L., S. E. Irving, E. R. Peterson, and G. H. F. Hirschfeld. 2009. “Use of Interactive-informal Assessment Practices: New Zealand Secondary Students’ Conceptions of Assessment.” Learning and Instruction 19: 97–111.10.1016/j.learninstruc.2008.02.003
   Web of Science ®Google Scholar
• Brown, G. T. L., E. R. Peterson, and S. E. Irving. 2009. “Beliefs that Make a Difference: Adaptive and Maladaptive Self-regulation in Students’ Conceptions of Assessment.” In Student Perspectives on Assessment: What Students can Tell us About Assessment for Learning, edited by D. M. McInerney, G. T. L., Brown, and G. A. D. Liem. Charlotte, NC: Information Age publishing.
   Google Scholar
• Brown, G. T. L., and Z. Wang. 2013. “Illustrating Assessment: How Hong Kong University Students Conceive of the Purposes of Assessment.” Studies in Higher Education 38: 1037–1057.10.1080/03075079.2011.616955
   Web of Science ®Google Scholar
• Chang, C.-Y., Y.-H. Chang, and F.-Y. Yang. 2009. “Exploring Secondary Science Teachers’ Perceptions on the Goals of Earth Science Education in Taiwan.” International Journal of Science Education 31: 2315–2334.10.1080/09500690802314868
   Web of Science ®Google Scholar
• Chiu, M.-S., and D. Whitebread. 2011. “Taiwanese Teachers’ Implementation of a New ‘Constructivist Mathematics Curriculum’: How Cognitive and Affective Issues are Addressed.” International Journal of Educational Development 31: 196–206.10.1016/j.ijedudev.2010.06.014
   Web of Science ®Google Scholar
• Coffey, J. E., D. Hammer, D. M. Levin, and T. Grant. 2011. “The Missing Disciplinary Substance of Formative Assessment.” Journal of Research in Science Teaching 48: 1109–1136.10.1002/tea.20440
   Web of Science ®Google Scholar
• Cohen, J. 1988. Statistical Power Analysis for the Behavioral Sciences. 2nd ed. Hillsdale, NJ: Erlbaum.
   Google Scholar
• Cowie, B. 2005. “Student Commentary on Classroom Assessment in Science: A Sociocultural Interpretation.” International Journal of Science Education 27: 199–214.10.1080/0950069042000276721
   Web of Science ®Google Scholar
• Cowie, B. 2012. “Focusing on the Classroom: Assessment for Learning.” In Second International Handbook of Science Education, edited by B. J. Fraser, K. G. Tobin and C. McRobbie, 679–690. New York: Springer.10.1007/978-1-4020-9041-7
   Google Scholar
• Dhindsa, H. S., K. Omar, and B. Waldrip. 2007. “Upper Secondary Bruneian Science Students’ Perceptions of Assessment.” International Journal of Science Education 29: 1261–1280.10.1080/09500690600991149
   Web of Science ®Google Scholar
• Furtak, E. M., and M. A. Ruiz-Primo. 2008. “Making Students’ Thinking Explicit in Writing and Discussion: An Analysis of Formative Assessment Prompts.” Science Education 92: 799–824.10.1002/sce.v92:5
   Web of Science ®Google Scholar
• Gijbels, D., and F. Dochy. 2006. “Students’ Assessment Preferences and Approaches to Learning: Can Formative Assessment Make a Difference?” Educational Studies 32 (4): 399–409.10.1080/03055690600850354
   Web of Science ®Google Scholar
• Gou, C.-J., and M.-H. Chiu. 2016. “Research Projects on Science Education Funded by the National Science Council in Taiwan from 1982 to 2012: A Historical Review.” In Science Education Research and Practices in Taiwan: Challenges and Opportunities, edited by M.-H. Chiu, 11–41. Singapore: Springer.
   Google Scholar
• Hirschfeld, G. H. F., and G. T. L. Brown. 2009. “Students’ Conceptions of Assessment.” European Journal of Psychological Assessment 25: 30–38.10.1027/1015-5759.25.1.30
   Web of Science ®Google Scholar
• Hong, Z.-R., and H.-S. Lin. 2011. “An Investigation of Students’ Personality Traits and Attitudes Toward Science.” International Journal of Science Education 33: 1001–1028.10.1080/09500693.2010.524949
   Web of Science ®Google Scholar
• Hong, Z.-R., and H.-S. Lin. 2013. “Boys’ and Girls’ Involvement in Science Learning and Their Self-efficacy in Taiwan.” International Journal of Psychology 48: 272–284.10.1080/00207594.2011.628673
   PubMed Web of Science ®Google Scholar
• Huang, T. 2012. “Agents’ Social Imagination: The ‘Invisible’ Hand of Neoliberalism in Taiwan’s Curriculum Reform.” International Journal of Educational Development 32: 39–45.10.1016/j.ijedudev.2010.11.006
   Web of Science ®Google Scholar
• Jocz, J., J. Zhai, and A.-L. Tan. 2014. “Inquiry Learning in the Singaporean Context: Factors Affecting Student Interest in School Science.” International Journal of Science Education 36: 2596–2618.10.1080/09500693.2014.908327
   Web of Science ®Google Scholar
• Kim, M., A. L. Tan, and F. T. Talaue. 2013. “New Vision and Challenges in Inquiry-Based Curriculum Change in Singapore.” International Journal of Science Education 35: 289–311.10.1080/09500693.2011.636844
   Web of Science ®Google Scholar
• Lee, M.-H., C. S. Chai, and C.-C. Tsai. 2012. “A Comparative Study of Taiwan, Singapore, and China Preservice Teachers’ Epistemic Beliefs.” The Asia-Pacific Education Researcher 21: 599–609.
   Web of Science ®Google Scholar
• Lee, M.-H., C.-Y. Chang, and C.-C. Tsai. 2009. “Exploring Taiwanese High School Students’ Perceptions of and Preferences for Teacher Authority in the Earth Science Classroom with Relation to their Attitudes and Achievement.” International Journal of Science Education 31: 1811–1830.10.1080/09500690802308654
   Web of Science ®Google Scholar
• Lee, M.-H., T.-J. Lin, and C.-C. Tsai. 2013. “Proving or Improving Science Learning? Understanding High School Students’ Conceptions of Science Assessment in Taiwan.” Science Education 97: 244–270.10.1002/sce.2013.97.issue-2
   Web of Science ®Google Scholar
• Lin, T.-J., A. L. Tan, and C.-C. Tsai. 2013. “A Cross-Cultural Comparison of Singaporean and Taiwanese Eighth Graders’ Science Learning Self-Efficacy from a Multi-Dimensional Perspective.” International Journal of Science Education 35: 1083–1109.10.1080/09500693.2013.776193
   Web of Science ®Google Scholar
• Marton, F., G. Dall’Alba, and E. Beauty. 1993. “Conceptions Learning.” International Journal of Educational Research 19: 277–299.
   Google Scholar
• Marton, F., D. Watkins, and C. Tang. 1997. “Discontinuities and Continuities in the Experience of Learning: An Interview Study of High-school Students in Hong Kong.” Learning and Instruction 7: 21–48.10.1016/S0959-4752(96)00009-6
   Web of Science ®Google Scholar
• Ministry of Education. 2015. Education in Taiwan 2015–2016. Taipei: Ministry of Education.
   Google Scholar
• Ng, P. T. 2008. “Educational Reform in Singapore: From Quantity to Quality.” Educational Research for Policy and Practice 7: 5–15.10.1007/s10671-007-9042-x
   Google Scholar
• Otunuku, M., G. T. L. Brown, and Airini. 2013. “Togan Secondary Students’ Conceptions of Schooling in New Zealand Relative to their Academic Achievement.” Asia Pacific Education Review 14: 345–357.10.1007/s12564-013-9264-y
   Web of Science ®Google Scholar
• Panizzon, D., and J. Pegg. 2008. “Assessment Practices: Empowering Mathematics and Science Teachers in Rural Secondary Schools to Enhance Student Learning.” International Journal of Science and Mathematics Education 6: 417–436.10.1007/s10763-007-9084-9
   Google Scholar
• Peterson, E. R., and S. E. Irving. 2008. “Secondary School Students’ Conceptions of Assessment and Feedback.” Learning and Instruction 18: 238–250.10.1016/j.learninstruc.2007.05.001
   Web of Science ®Google Scholar
• Poon, C. L. 2014. “Five Decades of Science Education in Singapore.” In Inquiry into the Singapore Science Classroom: Research and Practices, edited by A.-L. Tan, C. L. Poon, and S. S. L. Lim, 1–25. Dordrecht: Springer.10.1007/978-981-4585-78-1
   Google Scholar
• Remesal, A. 2011. “Primary and Secondary Teachers’ Conceptions of Assessment: A Qualitative Study.” Teaching and Teacher Education 27: 472–482.10.1016/j.tate.2010.09.017
   Web of Science ®Google Scholar
• Ruiz-Primo, M. A., and E. M. Furtak. 2007. “Exploring Teachers’ Informal Assessment Practices and Students’ Understanding in the Context of Scientific Inquiry.” Journal of Research in Science Teaching 44: 57–84.10.1002/(ISSN)1098-2736
   Web of Science ®Google Scholar
• Segers, M., and F. Dochy. 2001. “New Assessment Forms in Problem-based Learning: The Value-added of the Students’ Perspective.” Studies in Higher Education 26: 327–343.10.1080/03075070120076291
   Web of Science ®Google Scholar
• Segers, M., and H. Tillema. 2011. “How do Dutch Secondary Teachers and Students Conceive the Purpose of Assessment?” Studies in Educational Evaluation 37: 49–54.10.1016/j.stueduc.2011.03.008
   Google Scholar
• Shepard, L. A. 2000. “The Role of Assessment in a Learning Culture.” Educational Researcher 29: 4–14.10.3102/0013189X029007004
   Google Scholar
• Stevens, J. 1996. Applied Multivariate Statistics for the Social Science. 3rd ed. Mahwah, NJ: Lawrence Erlbaum.
   Google Scholar
• Struyven, K., F. Dochy, and S. Janssens. 2005. “Students’ Perceptions About Evaluation and Assessment in Higher Education: A Review1.” Assessment & Evaluation in Higher Education 30 (4): 325–341.10.1080/02602930500099102
   Google Scholar
• Sung, Y.-T., Y.-T. Chou, and F.-L. Tseng. 2014. “Standards-based Assessments for 12-year Basic Education in Taiwan.” Journal of Research in Education Sciences 59: 1–32.
   Google Scholar
• Tan, K. 2011. “Assessment for Learning Reform in Singapore- Quality, Sustainable or Threshold?” In Assessment Reform in Education, edited by R. Berry and B. Adamson, 75–87. London: Springer.10.1007/978-94-007-0729-0
   Google Scholar
• Tan, A. L., and P. A. Towndrow. 2009. “Catalyzing Student-teacher Interactions and Teacher Learning in Science Practical Formative Assessment with Digital Video Technology.” Teaching and Teacher Education 25: 61–67.10.1016/j.tate.2008.07.007
   Web of Science ®Google Scholar
• Towndrow, P. A., A. L. Tan, B. H. W. Yung, and L. Cohen. 2010. “Science Teachers’ Professional Development and Changes in Science Practical Assessment Practices: What are the Issues?” Research in Science Education 40: 117–132.10.1007/s11165-008-9103-z
   Web of Science ®Google Scholar
• Tsai, L.-T., C.-C. Yang, and Y.-J. Chang. 2015. “Gender Differences in Factors Affecting Science Performance of Eighth Grade Taiwan Students.” The Asia-Pacific Education Researcher 24: 445–456.10.1007/s40299-014-0196-z
   Web of Science ®Google Scholar
• Turner, G., and G. Gibbs. 2010. “Are Assessment Environments Gendered? An Analysis of the Learning Responses of Male and Female Students to Different Assessment Environments.” Assessment & Evaluation in Higher Education 35: 687–698.10.1080/02602930902977723
   Web of Science ®Google Scholar
• Vermetten, Y. J., J. D. Vermunt, and H. G. Lodewijks. 2002. “Powerful Learning Environments? How University Students Differ in their Response to Instructional Measures.” Learning and Instruction 12: 263–284.10.1016/S0959-4752(01)00013-5
   Web of Science ®Google Scholar
• Wang, Z., and G. T. L. Brown. 2014. “Hong Kong Tertiary Students’ Conceptions of Assessment of Academic Ability.” Higher Education Research & Development 33: 1063–1077.10.1080/07294360.2014.890565
   Web of Science ®Google Scholar
• Wang, J. R., H. L. Kao, and S. W. Lin. 2010. “Preservice Teachers’ Initial Conceptions About Assessment of Science Learning: The Coherence with Their Views of Learning Science.” Teaching and Teacher Education 26: 522–529.10.1016/j.tate.2009.06.014
   Web of Science ®Google Scholar
• Watkins, D., B. Dahlin, and M. Ekholm. 2005. “Awareness of the Backwash Effect of Assessment: A Phenomenographic Study of the Views of Hong Kong and Swedish Lecturers.” Instructional Science 33: 283–309.10.1007/s11251-005-3002-8
   Web of Science ®Google Scholar