11,410
Views
6
CrossRef citations to date
0
Altmetric
Articles

Preschool/Kindergarten teachers’ conceptions of standardised testing

ORCID Icon, ORCID Icon, &
Pages 87-108 | Received 17 Oct 2018, Accepted 22 Oct 2019, Published online: 13 Nov 2019

References

  • Barnes, N., Fives, H., & Dacey, C. (2015). Teachers’ beliefs about assessment. In H. Fives & M. Gregoire Gill (Eds.), International handbook of research on teachers’ beliefs (pp. 284–300). New York: Routledge.
  • Barnes, N., Fives, H., & Dacey, C. M. (2017). U.S. teachers’ conceptions of the purposes of assessment. Teaching and Teacher Education, 65, 107–116.
  • Bassok, D., Latham, S., & Rorem, A. (2016). Is kindergarten the new first grade? AERA Open, 1(4), 1–31.
  • Bonner, S. M. (2016). Teachers’ perceptions about assessment: Competing narratives. In G. T. L. Brown & L. R. Harris (Eds.), Handbook of human and social conditions in assessment (1st ed., pp. 21–39). New York: Routledge.
  • Bordignon, C. M., & Lam, T. C. M. (2004). The early assessment conundrum: Lessons from the past, implications for the future. Psychology in the Schools, 41(7), 737–749.
  • Brown, G. T. L. (2004). Teachers’ conceptions of assessment: Implications for policy and professional development. Assessment in Education: Principles, Policy & Practice, 11(3), 301–318.
  • Brown, G. T. L. (2006). Teachers’ conceptions of assessment: Validation of an abridged instrument. Psychological Reports, 99(1), 166–170.
  • Brown, G. T. L. (2008). Teachers’ conceptions of assessment. In T. L. B. Gavin (Ed.), Conceptions of assessment : Understanding what assessment means to teachers and students (pp. 91–118). New York: Nova.
  • 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 Multidisciplinary Evaluation, 6(12), 68–91.
  • 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(5–6), 307–320.
  • Brown, G. T. L., Lake, R., & Matters, G. (2009). Assessment policy and practice effects on New Zealand and Queensland teachers’ conceptions of teaching. Journal of Education for Teaching, 35(1), 61–75.
  • Daniels, L. M., Poth, C., Papile, C., & Hutchison, M. (2014). Validating the conceptions of assessment-III scale in Canadian preservice teachers. Educational Assessment, 19(2), 139–158.
  • DeLuca, C., & Hughes, S. (2014). Assessment in early primary education: An empirical study of five school contexts. Journal of Research in Childhood Education, 28(4), 441–460.
  • Den Elt, M. E., Van Kuyk, J. J., & Meijnen, G. W. (1996). Culture and the kindergarten curriculum in the Netherlands. Early Child Development and Care, 123, 15–30.
  • DUO. (2017). Leerlingen po zoals geregistreerd in BRON. Groningen: Dienst Uitvoering Onderwijs.
  • DUO. (2018). Adressen van alle schoolvestigingen in het basisonderwijs. Groningen: Dienst Uitvoering Onderwijs.
  • Dutch Eurydice Unit. (2007). The education system in the Netherlands 2007. Brussels: The Hague.
  • European Commission/EACEA/Eurydice. (2015). Early childhood education and care systems in Europe. National information sheets – 2014/15. Brussels: European Commission. doi:https://doi.org/10.2797/48986
  • 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: APA.
  • Frans, N., Post, W. J., Oenema-Mostert, C. E., & Minnaert, A. E. M. G. (2018). Defining and evaluating stability in assessment. Under review.
  • Gelderblom, G., Schildkamp, K., Pieters, J., & Ehren, M. (2016). Data-based decision making for instructional improvement in primary education. International Journal of Educational Research, 80, 1–14.
  • Harris, L. R., & Brown, G. T. L. (2009). The complexity of teachers’ conceptions of assessment: Tensions between the needs of schools and students. Assessment in Education: Principles, Policy & Practice, 16(3), 365–381.
  • Kilderry, A. (2015). The intensification of performativity in early childhood education. Journal of Curriculum Studies, 47(5), 634–653.
  • Koerhuis, I., & Keuning, J. (2011). Wetenschappelijke verantwoording van de toetsen Rekenen voor kleuters. Arnhem: Cito.
  • Lansink, N., & Hemker, B. T. (2012). Wetenschappelijke Verantwoording van de toetsen Taal voor kleuters voor groep 1 en 2 uit het Cito Volgsysteem primair onderwijs. Arnhem: Cito. Retrieved from http://toetswijzer.kennisnet.nl/html/tg/18.pdf
  • Meisels, S. J., Steele, D., & Quinn, K. (1989). Testing, tracking, and retaining young children: An analysis of research and social policy. Washington D.C.
  • Newton, P. E. (2007). Clarifying the purposes of educational assessment. Assessment in Education: Principles, Policy & Practice, 14(2), 149–170.
  • Oosterhoff, A., Minnaert, A. E. M. G., Oenema-Mostert, C. E., & Goorhuis-Brouwer, S. (2014). Constrained or sustained by demands? Personal feelings of professional autonomy in early childhood education. Poster session presented at the 24th EECERA conference. Crete, Greece.
  • Remesal, A. (2007). Educational reform and primary and secondary teachers’ conceptions of assessment: The Spanish instance, building upon Black and Wiliam (2005). Curriculum Journal, 18(1), 27–38.
  • Roberts-Holmes, G., & Bradbury, A. (2016). The datafication of early years education and its impact upon pedagogy. Improving Schools, 19(2), 119–128.
  • RTL. (2017). Eindtoets cijfers. Hilversum.
  • Segers, M., & Tillema, H. (2011). How do Dutch secondary teachers and students conceive the purpose of assessment? Studies in Educational Evaluation, 37, 49–54.
  • Sijtsma, K., & Molenaar, I. W. (2002). MMSS introduction to nonparametric item response theory. London: Sage Publications, Inc.
  • Taras, M. (2005). Assessment – Summative and formative – Some theoretical reflections. British Journal of Educational Studies, 53(4), 466–478.
  • Van der Ark, L. A. (2007). Mokken scale analysis in R. Journal of Statistical Software, 20(11), 1–19. Retrieved from: http://www.jstatsoft.org/v20/i11/
  • Van der Ark, L. A. (2012). New developments in Mokken scale analysis in R. Journal of Statistical Software, 48(5), 1–27. Retrieved from: http://www.jstatsoft.org/v48/i05/
  • Veldhuis, M., & Van den Heuvel-panhuizen, M. (2014). Primary school teachers’ assessment profiles in mathematics education. PloS One, 9, 1.
  • Vlug, K. F. M. (1997). Because every pupil counts: The success of the pupil monitoring system in The Netherlands. Education and Information Technologies, 2, 287–306.