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

References

• Adams, T. L., & Hsu, J.-W. Y. (1998). Classroom assessment: Teachers’ conceptions and practices in mathematics. School Science and Mathematics, 98, 174–180. doi:10.1111/j.1949-8594.1998.tb17413.x
   Google Scholar
• Aydeniz, M., & Southerland, S. A. (2012). A national survey of middle and high school science teachers’ responses to standardized testing: Is science being devalued in schools? Journal of Science Teacher Education, 23, 233–257. doi:10.1007/s10972-012-9266-3
   Google Scholar
• Azis, A. (2012). Teachers’ conceptions and use of assessment in student learning. Indonesian Journal of Applied Linguistics, 2, 40–52.
   Google Scholar
• Bishop, J. H. (1997). The effect of national standards and curriculum-based exams on achievement. American Economic Review, 87, 260–264.
   Web of Science ®Google Scholar
• Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5, 7–74.10.1080/0969595980050102
   Google Scholar
• Black, P., & Wiliam, D. (2010). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, 92, 81–90.10.1177/003172171009200119
   Google Scholar
• Bresler, L. (1998). The genre of school music and its shaping by meso, micro, and macro contexts. Research Studies in Music Education, 11, 2–18.10.1177/1321103X9801100102
   Google Scholar
• Bronfenbrenner, U. (1977). Toward an experimental ecology of human development. American Psychologist, 32, 513–531. doi:10.1037/0003-066X.32.7.513
   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. doi:10.1080/0969594042000304609
   Google Scholar
• Brown, G. T. L. (2006). Teachers’ conceptions of assessment: Validation of an abridged version. Psychological Reports, 99, 166–170. doi:10.2466/pr0.99.1.166-170
   PubMed Web of Science ®Google Scholar
• Brown, G. T. L. (2008). Conceptions of assessment: Understanding what assessment means to teachers and students. New York, NY: Nova Science.
   Google Scholar
• Brown, G. T. L. (2010, January 16). An introduction to research with the teachers’ conceptions of assessment inventory: A Western construct? Paper presented at the Comparative Education Society of Hong Kong, Guangzhou.
   Google Scholar
• Brown, G. T. L., & Harris, L. R. (2009). Unintended consequences of using tests to improve learning: How improvement-oriented resources heighten conceptions of assessment as school accountability. Journal of Multi-Disciplinary Evaluation, 6(12), 68–91.
   Google Scholar
• Brown, G. T. L., Hui, S. K. F., Yu, F. W. M., & Kennedy, K. J. (2011). Teachers’ conceptions of assessment in Chinese contexts: A tripartite model of accountability, improvement, and irrelevance. International Journal of Educational Research, 50, 307–320. doi:10.1016/j.ijer.2011.10.003
   Google Scholar
• Brown, G. T. L., Kennedy, K. J., Fok, P., Chan, J. K. S., & Yu, W. M. (2009). Assessment for student improvement: Understanding Hong Kong teachers’ conceptions and practices of assessment. Assessment in Education: Principles, Policy & Practice, 16, 347–363. doi:10.1080/09695940903319737
   Google Scholar
• Brown, G. T. L., Lake, R., & Matters, G. (2011). Queensland teachers’ conceptions of assessment: The impact of policy priorities on teacher attitudes. Teaching & Teacher Education, 27, 210–220. doi:10.1016/j.tate.2010.08.003
   Web of Science ®Google Scholar
• Davis, D. S., & Neitzel, C. (2011). A self-regulated learning perspective on middle grades classroom assessment. The Journal of Educational Research, 104, 202–215. doi:10.1080/00220671003690148
   Web of Science ®Google Scholar
• DeLuca, C., & Bellara, A. (2013). The current state of assessment education: Aligning policy, standards, and teacher education curriculum. Journal of Teacher Education, 64, 356–372. doi:10.1177/0022487113488144
   Web of Science ®Google Scholar
• DeLuca, C., & Klinger, D. A. (2010). Assessment literacy development: Identifying gaps in teacher candidates’ learning. Assessment in Education: Principles, Policy & Practice, 17, 419–438. doi:10.1080/0969594X.2010.516643
   Google Scholar
• Dixon, H., & Haigh, M. (2009). Changing mathematics teachers’ conceptions of assessment and feedback. Teacher Development, 13, 173–186. doi:10.1080/13664530903044002
   Google Scholar
• Eren, A. (2010). Consonance and dissonance between Turkish prospective teachers’ values and practices: Conceptions about teaching, learning, and assessment. Australian Journal of Teacher Education, 35, 27–48.
   Google Scholar
• Filer, A. (1995). Teacher assessment: Social process and social product. Assessment in Education, 2, 23–38.10.1080/0969594950020103
   Google Scholar
• Fives, H., & Buehl, M. M. (2012). Spring cleaning for the “messy” construct of teachers’ beliefs: What are they? Which have been examined? What can they tell us? In K. R. Harris, S. Graham, & T. Urdan (Eds.), APA educational psychology handbook: Individual differences and cultural and contextual factors (Vol. 2, pp. 471–499). Washington, DC: American Psychological Association.10.1037/13274-000
   Google Scholar
• Fulmer, C. A., Gelfand, M. J., Kruglanski, A. W., Kim-Prieto, C., Diener, E., Pierro, A., & Higgins, E. T. (2010). On “feeling right” in cultural contexts: How person-culture match affects self-esteem and subjective well-being. Psychological Science, 21, 1563–1569.10.1177/0956797610384742
   PubMed Web of Science ®Google Scholar
• Gipps, C., Brown, M., McCallum, B., & McAlister, S. (1995). Intuition or evidence? Teachers and national assessment of seven-year-olds. Buckingham: Open University Press.
   Google Scholar
• Hargreaves, A., Earl, L., & Schmidt, M. (2002). Perspectives on alternative assessment reform. American Educational Research Journal, 39, 69–95.
   Web of Science ®Google Scholar
• Harlen, W., Chisnall Malcolm, H., & Michael, B. (1995). Teachers’ assessment and national testing in primary schools in Scotland: Roles and relationships. Assessment in Education: Principles, Policy & Practice, 2, 129–144.
   Google Scholar
• Hawe, E. (2002). Assessment in a pre-service teacher education programme: The rhetoric and the practice of standards-based assessment. Asia-Pacific Journal of Teacher Education, 30, 93–106. doi:10.1080/13598660120115002
   Google Scholar
• Hill, M. (2001). Remapping the assessment landscape: Primary teachers reconstructing assessment in self-managing schools (Doctor of Philosophy). University of Waikato, Hamilton.
   Google Scholar
• Hofstede, G. H. (2001). Culture’s consequences: Comparing values, behaviours, institutions, and organizations across nations (2nd ed.). Thousand Oaks, CA: Sage.
   Google Scholar
• James, M., & Pedder, D. (2006). Beyond method: Assessment and learning practices and values. The Curriculum Journal, 17, 109–138. doi:10.1080/09585170600792712
   Google Scholar
• Johnston, P., Guice, S., Baker, K., Malone, J., & Michelson, N. (1995). Assessment of teaching and learning in literature-based classrooms. Teaching and Teacher Education, 11, 359–371.10.1016/0742-051X(94)00039-9
   Web of Science ®Google Scholar
• Kennedy, K. J. (2007, May 28–30). Barriers to innovative school practice: A socio-cultural framework for understanding assessment practices in Asia. Paper presented at the Redesigning Pedagogy: Culture, Understanding and Practice Conference, Singapore.
   Google Scholar
• Kennedy, K. J., Chan, J. K. S., Fok, P. K., & Yu, W. M. (2008). Forms of assessment and their potential for enhancing learning: Conceptual and cultural issues. Educational Research for Policy and Practice, 7, 197–207.10.1007/s10671-008-9052-3
   Google Scholar
• Klenowski, V. (2012). Raising the stakes: The challenges for teacher assessment. Australian Educational Researcher, 39, 173–192.10.1007/s13384-012-0057-9
   Web of Science ®Google Scholar
• Koh, K. H. (2011). Improving teachers’ assessment literacy through professional development. Teaching Education, 22, 255–276. doi:10.1080/10476210.2011.593164
   Google Scholar
• Koh, K. H., & Luke, A. (2009). Authentic and conventional assessment in Singapore schools: An empirical study of teacher assignments and student work. Assessment in Education: Principles, Policy & Practice, 16, 291–318. doi:10.1080/09695940903319703
   Google Scholar
• Kozma, R. B. (2003). ICT and educational change: A global phenomenon. In R. B. Kozma (Ed.), Technology, innovation, and educational change: A global perspective (pp. 1–18). Eugene, OR: International Society for Technology in Education.
   Google Scholar
• Looi, C. K., So, H.-J., Toh, Y., & Chen, W. (2011). The Singapore experience: Synergy of national policy, classroom practice and design research. International Journal of Computer-Supported Collaborative Learning, 6, 9–37. doi:10.1007/s11412-010-9102-8
   Web of Science ®Google Scholar
• Margolis, E., & Laurence, S. (2012). Concepts. In E. N. Zalta (Ed.), The Stanford encyclopedia of philosophy (Fall 2012 ed.). Palo Alto, CA: Stanford University.
   Google Scholar
• Mertler, C. A. (2004). Secondary teachers’ assessment literacy: Does classroom experience make a difference? American Secondary Education, 33, 49–64.
   Google Scholar
• Müller, J., & Hernández, F. (2010). On the geography of accountability: Comparative analysis of teachers’ experiences across seven European countries. Journal of Educational Change, 11, 307–322. doi:10.1007/s10833-009-9126-x
   Google Scholar
• Organisation for Economic Cooperation and Development. (2009). PISA 2009 results. Paris: OECD Publishing.
   Google Scholar
• Osborne, J., Simon, S., & Collins, S. (2003). Attitudes towards science: A review of the literature and its implications. International Journal of Science Education, 25, 1049–1079. doi:10.1080/0950069032000032199
   Web of Science ®Google Scholar
• Oscarson, M., & Apelgren, B. (2011). Mapping language teachers’ conceptions of student assessment procedures in relation to grading: A two-stage empirical inquiry. System, 39, 2–16. doi:10.1016/j.system.2011.01.014
   Web of Science ®Google Scholar
• Ostroff, C. (1992). The relationship between satisfaction, attitudes, and performance: An organizational level analysis. Journal of Applied Psychology, 77, 963–974.10.1037/0021-9010.77.6.963
   Web of Science ®Google Scholar
• Owston, R. (2007). Contextual factors that sustain innovative pedagogical practice using technology: An international study. Journal of Educational Change, 8, 61–77. doi:10.1007/s10833-006-9006-6
   Google Scholar
• Pedder, D. (2006). Organizational conditions that foster successful classroom promotion of learning how to learn. Research Papers in Education, 21, 171–200. doi:10.1080/02671520600615687
   Google Scholar
• Pedder, D. (2007). Profiling teachers’ professional learning practices and values: Differences between and within schools. Curriculum Journal, 18, 231–252. doi:10.1080/09585170701589801
   Google Scholar
• Perfecto, M. R. G. (2012). Contextual factors in teacher decision making: Extending the Woods model. The Asia-Pacific Education Researcher, 21, 474–483.
   Web of Science ®Google Scholar
• Quilter, S. M., & Gallini, J. K. (2000). Teachers’ assessment literacy and attitudes. The Teacher Educator, 36, 115–131.10.1080/08878730009555257
   Google Scholar
• Ranson, S., Gray, J., Jesson, D., & Jones, B. (1986). Exams in context: Values and power in educational accountability. In D. Nuttall (Ed.), Assessing educational achievement (pp. 81–98). London: Falmer Press.
   Google Scholar
• Rokeach, M. (1973). The nature of human values. New York, NY: Free Press.
   Google Scholar
• Rubie-Davies, C. M., Flint, A., & McDonald, L. G. (2012). Teacher beliefs, teacher characteristics, and school contextual factors: What are the relationships? British Journal of Educational Psychology, 82, 270–288. doi:10.1111/j.2044-8279.2011.02025.x
   PubMed Web of Science ®Google Scholar
• Scheerens, J. (1990). School effectiveness research and the development of process indicators of school functioning. School Effectiveness & School Improvement, 1, 61–80.
   Google Scholar
• Sedivy-Benton, A. L., & Boden McGill, C. J. (2012). Significant factors for teachers’ intentions to stay or leave the profession: Teacher influence on school, perception of control, and perceived support. National Teacher Education Journal, 5, 99–114.
   Google Scholar
• Segers, M., & Tillema, H. (2011). How do Dutch secondary teachers and students conceive the purpose of assessment? Studies in Educational Evaluation, 37, 49–54. doi:10.1016/j.stueduc.2011.03.008
   Google Scholar
• Shepard, L. A. (2000). The role of assessment in a learning culture. Educational Researcher, 29(7), 4–14.10.3102/0013189X029007004
   Google Scholar
• Siegel, M., & Wissehr, C. (2011). Preparing for the plunge: Preservice teachers’ assessment literacy. Journal of Science Teacher Education, 22, 371–391. doi:10.1007/s10972-011-9231-6
   Google Scholar
• Smith, L. F., Hill, M. F., Cowie, B., & Gilmore, A. (2014). Preparing teachers to use the enabling power of assessment. In C. Wyatt-Smith, V. Klenowski, & P. Colbert (Eds.), Designing assessment for quality learning (pp. 303–323). Dordrecht: Springer.10.1007/978-94-007-5902-2
   Google Scholar
• Snoek, M., & Žogla, I. (2008). Teacher education in Europe; Main characteristics and developments. In A. Swennen & M. van der Klink (Eds.), Becoming a teacher educator (pp. 11–27). Dordrecht: Springer.
   Google Scholar
• Spillane, J. P., Halverson, R., & Diamond, J. B. (2001). Investigating school leadership practice: A distributed perspective. Educational Researcher, 30(3), 23–28. doi:10.3102/0013189X030003023
   Google Scholar
• Stiggins, R. J. (1995). Assessment literacy for the 21st century. Phi Delta Kappan, 77, 238–245.
   Web of Science ®Google Scholar
• Stiggins, R. J. (2002). Assessment crisis: The absence of assessment for learning. Phi Delta Kappan, 83, 758–765.10.1177/003172170208301010
   Web of Science ®Google Scholar
• Suah, S. L., & Ong, S. L. (2012). Investigating assessment practices of in-service teachers. International Online Journal of Educational Sciences, 4, 91–106.
   Google Scholar
• Taber, K. S., Riga, F., Brindley, S., Winterbottom, M., Finney, J., & Fisher, L. G. (2011). Formative conceptions of assessment: Trainee teachers’ thinking about assessment issues in English secondary schools. Teacher Development, 15, 171–186. doi:10.1080/13664530.2011.571500
   Google Scholar
• Tan, K. H. K. (2011). Assessment reform in Singapore—Enduring, sustainable or threshold? In R. Berry & B. Adamson (Eds.), Assessment reform in education: Policy and practice (pp. 75–88). London: Springer.10.1007/978-94-007-0729-0
   Google Scholar
• Tan, K. (2013). Variation in teachers’ conceptions of alternative assessment in Singapore primary schools. Educational Research for Policy and Practice, 12, 21–41. doi:10.1007/s10671-012-9130-4
   Google Scholar
• Troman, G. (1989). Testing tensions: The politics of educational assessment. British Educational Research Journal, 15, 279–295.10.1080/0141192890150305
   Google Scholar
• Troudi, S., Coombe, C., & Al-Hamly, M. (2009). EFL teachers’ views of English language assessment in higher education in the United Arab Emirates and Kuwait. TESOL Quarterly, 43, 546–555.
   Web of Science ®Google Scholar
• Wang, J.-R., Kao, H.-L., & Lin, S.-W. (2010). Preservice teachers’ initial conceptions about assessment of science learning: The coherence with their views of learning science. Teaching & Teacher Education, 26, 522–529. doi:10.1016/j.tate.2009.06.014
   Web of Science ®Google Scholar
• Wayman, J. C. (2005). Involving teachers in data-driven decision making: Using computer data systems to support teacher inquiry and reflection. Journal of Education for Students Placed at Risk, 10, 295–308.10.1207/s15327671espr1003_5
   Google Scholar
• Webb, M., & Jones, J. (2009). Exploring tensions in developing assessment for learning. Assessment in Education: Principles, Policy & Practice, 16, 165–184. doi:10.1080/09695940903075925
   Google Scholar
• Wiliam, D., Lee, C., Harrison, C., & Black, P. (2004). Teachers developing assessment for learning: Impact on student achievement. Assessment in Education: Principles, Policy & Practice, 11, 49–65.10.1080/0969594042000208994
   Google Scholar
• Williams, R. M. (1979). Change and stability in values and value systems: A sociological perspective. In M. Rokeach (Ed.), Understanding human values: Individual and societal (pp. 15–46). New York, NY: Free Press.
   Google Scholar
• Willis, J., Adie, L. A., & Klenowski, V. (2013). Conceptualising teachers’ assessment literacies in an era of curriculum and assessment reform. The Australian Educational Researcher, 40, 241–256.10.1007/s13384-013-0089-9
   Web of Science ®Google Scholar
• Winterbottom, M., Brindley, S., Taber, K. S., Fisher, L. G., Finney, J., & Riga, F. (2008). Conceptions of assessment: Trainee teachers' practice and values. Curriculum Journal, 19, 193–213. doi:10.1080/09585170802357504
   Google Scholar
• Winterbottom, M., Taber, K. S., Brindley, S., Fisher, L. G., Finney, J., & Riga, F. (2008). Understanding differences in trainee teachers’ values and practice in relation to assessment. Teacher Development, 12, 15–35. doi:10.1080/13664530701827723
   Google Scholar