Language teachers’ conceptions of assessment: an Egyptian perspective

References

• Abdelhafez, A. 2010. “An Investigation into Professional Practical Knowledge of EFL Experienced Teachers in Egypt: Implications for Pre-service and In-service Teacher Learning.” PhD diss., University of Exeter.
   Google Scholar
• Ajzen, Icek. 2005. Attitudes, Personality, and Behavior. 2nd ed. Maidenhead: Open University Press.
   Google Scholar
• Alderson, J. C., and L. Hamp-Lyons. 1996. “TOEFL Preparation Courses: A Study of Washback.” Language Testing 13 (3): 280–297.10.1177/026553229601300304
   Google Scholar
• Alderson, J. C., and D. Wall. 1993. “Does Washback Exist?” Applied Linguistics 14 (2): 115–129.10.1093/applin/14.2.115
   Web of Science ®Google Scholar
• Bailey, K. M. 1996. “Working for Washback: A Review of the Washback Concept in Language Testing.” Language Testing 13 (3): 257–279.10.1177/026553229601300303
   Google Scholar
• Black, P., P. Broadfoot, R. Daugherty, J. Gardner, W. Harlen, M. James, G. Stobart, and D. Wiliam. 2002. Testing, Motivation and Learning. Cambridge: Assessment Reform Group.
   Google Scholar
• Black, P., and D. Wiliam. 2005. “Lessons from around the World: How Policies, Politics and Cultures Constrain and Afford Assessment Practices.” Curriculum Journal 16 (2): 249–261.10.1080/09585170500136218
   Google Scholar
• Black, P., and D. Wiliam. 2010. “Inside the Black Box: Raising Standards through Classroom Assessment.” Phi Delta Kappan 92 (1): 81–90.10.1177/003172171009200119
   Google Scholar
• Bloxham, S., and A. West. 2004. “Understanding the Rules of the Game: Marking Peer Assessment as a Medium for Developing Students’ Conceptions of Assessment.” Assessment & Evaluation in Higher Education 29 (6): 721–733.
   Google Scholar
• Boraie, D., and A. Dewidar. 2005. “Language Assessment in Egypt: Developments, Challenges and Future Directions.” In Assessment in the Arab World, edited by P. Davidson, C. Coombe, and W. Jones, 27–46. Dubai: TESOL Arabia.
   Google Scholar
• Brindley, G. 2001. “Outcomes-based Assessment in Practice: Some Examples and Emerging Insights.” Language Testing 18 (4): 393–407.10.1177/026553220101800405
   Google Scholar
• Brookhart, S. M., and D. L. Bronowicz. 2003. “‘I Don’t like Writing. It Makes My Fingers Hurt’: Students Talk About Their Classroom Assessments.” Assessment in Education: Principles, Policy & Practice 10 (2): 221–242.
   Google Scholar
• Brown, G. T. L. 2002. “Teachers’ Conceptions of Assessment.” PhD diss., The University of Auckland New Zealand.
   Google Scholar
• Brown, Gavin T. L. 2006. “Teachers' Conceptions of Assessment: Validation of an Abridged Version.” Psychological Reports 99 (1): 166–170.
   PubMed Web of Science ®Google Scholar
• Brown, G. T. L., and G. H. F. Hirschfeld. 2005. Secondary School Students’ Conceptions of Assessment. Conceptions of Assessment and Feedback Project (Report. No. 4). Auckland: University of Auckland.
   Google Scholar
• Brown, G. T. L., and G. H. F. Hirschfeld. 2007. “Students’ Conceptions of Assessment and Mathematics: Self-regulation Raises Achievement.” Australian Journal of Educational & Developmental Psychology 7: 63–74.
   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. doi:10.1016/j.ijer.2011.10.003.
   Google Scholar
• Brown, G. T. L., K. J. Kennedy, P. K. Fok, J. K. S. Chan, and W. M. Yu. 2009. “Assessment for Student Improvement: Understanding Hong Kong Teachers’ Conceptions and Practices of Assessment.” Assessment in Education: Principles, Policy & Practice 16 (3): 347–363.
   Google Scholar
• Brown, G. T. L., R. Lake, and G. Matters. 2011. “Queensland Teachers’ Conceptions of Assessment: The Impact of Policy Priorities on Teacher Attitudes.” Teaching and Teacher Education 27 (1): 210–220.10.1016/j.tate.2010.08.003
   Web of Science ®Google Scholar
• Brown, G. T. L., and M. P. Michaelides. 2011. “Ecological Rationality in Teachers’ Conceptions of Assessment Across Samples from Cyprus and New Zealand.” European Journal of Psychology of Education 26 (3): 1–19.
   Web of Science ®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): 75–89.10.5209/rev_SJOP.2012.v15.n1.37286
   PubMed Web of Science ®Google Scholar
• Brown, J. D., and K. M. Bailey. 2008. “Language Testing Courses: What Are They in 2007?” Language Testing 25 (3): 349–383.10.1177/0265532208090157
   Web of Science ®Google Scholar
• Creswell, J. W., and V. L. Plano Clark. 2006. Designing and Conducting Mixed Methods Research. Thousand Oaks: Sage.
   Google Scholar
• Crocker, L. 2006. “Preparing Examinees for Test Taking: Guidelines for Test Developers and Test Users.” In Handbook of Test Development, edited by S. Downing and T. Haladyna, 115–128. Mahwah: Lawrence Erlbaum.
   Google Scholar
• Egyptian Ministry of Education. 2007. 2007–2012 Strategic Plan. Cairo: Ministry of Education.
   Google Scholar
• Elwood, J., and V. Klenowski. 2002. “Creating Communities of Shared Practice: The Challenges of Assessment Use in Learning and Teaching.” Assessment & Evaluation in Higher Education 27 (3): 243–256.
   Google Scholar
• Ferrara, S., and G. E. DeMauro. 2006. “Standardized Assessment of Individual Achievement in K-12.” In Educational Measurement, edited by R. L. Brennan. 4th ed., 579–621. Westport: American Council on Education/Praeger.
   Google Scholar
• Fulcher, G. 2012. “Assessment Literacy for the Language Classroom.” Language Assessment Quarterly 9 (2): 113–132.10.1080/15434303.2011.642041
   Web of Science ®Google Scholar
• Gebril, A., and G. T. L. Brown. 2014. “The Effect of High-stakes Examination Systems on Teacher Beliefs: Egyptian Teachers’ Conceptions of Assessment.” Assessment in Education: Principles, Policy, and Practice 21 (1): 16–33.10.1080/0969594X.2013.831030
   Google Scholar
• Gebril, A., and R. Hozayin. 2014. “Assessing English in the Middle East and North Africa.” In The Companion to Language Assessment, edited by Antony Kunnan, 1–9. Malden: Wiley-Blackwell.
   Google Scholar
• Greene, J. C., V. J. Caracelli, and W. F. Graham. 1989. “Toward a Conceptual Framework for Mixed-method Evaluation Designs.” Educational Evaluation and Policy Analysis 11 (3): 255–274.10.3102/01623737011003255
   Google Scholar
• Hamilton, L. S., B. M. Stecher, and J. A. Marsh. 2007. Standards-based Accountability under No Child Left behind: Experiences of Teachers and Administrators in Three States. Santa Monica: Rand Corporation.
   Google Scholar
• Hargreaves, E. 1997. “The Diploma Disease in Egypt: Learning, Teaching and the Monster of the Secondary Leaving Certificate.” Assessment in Education: Principles, Policy & Practice 4 (1): 161–176.10.1080/0969594970040111
   Google Scholar
• Hargreaves, E. 2001. “Assessment in Egypt.” Assessment in Education: Principles, Policy & Practice 8 (2): 247–260.
   Google Scholar
• Inbar-Lourie, Ofra. 2008. “Constructing a Language Assessment Knowledge Base: A Focus on Language Assessment Courses.” Language Testing 25 (3): 385–402.10.1177/0265532208090158
   Web of Science ®Google Scholar
• Jeong, H. 2011. “Perspectives of Language Assessment Training for Teachers and Testing Professionals.” PhD diss., The University of Illinois, Urbana.
   Google Scholar
• Johnson, Sally, M. Hodges, and M. Monk. 2000. “Teacher Development and Change in South Africa: A Critique of the Appropriateness of Transfer of Northern/Western Practice.” Compare 30 (2): 179–192.
   Google Scholar
• Khan, Abid Ali. 2011. “Secondary School Mathematics Teachers’ Conceptions Regarding Assessment.” MA Thesis, The Aga Khan University, Karachi.
   Google Scholar
• Leung, Constant. 2007. “Dynamic Assessment: Assessment for and as Teaching?” Language Assessment Quarterly 4 (3): 257–278.10.1080/15434300701481127
   Google Scholar
• Li, W. S., and S. K. F. Hui. 2007. “Conceptions of Assessment of Mainland China College Lecturers: A Technical Paper Analysing the Chinese Version of COA-III.” The Asia-Pacific Education Researcher 16 (2): 185–198.
   Web of Science ®Google Scholar
• Lipnevich, Anastasiya A., and Jeffrey K. Smith. 2009. “‘I Really Need Feedback to Learn:’ Students’ Perspectives on the Effectiveness of the Differential Feedback Messages.” Educational Assessment, Evaluation and Accountability 21 (4): 347–367.10.1007/s11092-009-9082-2
   Web of Science ®Google Scholar
• Peterson, Elizabeth R., and S. Earl Irving. 2008. “Secondary School Students’ Conceptions of Assessment and Feedback.” Learning and Instruction 18 (3): 238–250.
   Web of Science ®Google Scholar
• Pishghadam, Reza, B. Adamson, S. S. Sadafian, and Flora L. F. Kan. 2014. “Conceptions of Assessment and Teacher Burnout.” Assessment in Education: Principles, Policy & Practice 21 (1): 34–51.
   Google Scholar
• Quilter, Shawn Michael. 2011. “Inservice Teachers' Assessment Literacy and Attitudes toward Assessment.” PhD diss., University of South Carolina.
   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 18 (1): 27–38.10.1080/09585170701292133
   Google Scholar
• Sato, K., and R. C. Kleinsasser. 2004. “Beliefs, Practices, and Interactions of Teachers in a Japanese High School English Department.” Teaching and Teacher Education 20 (8): 797–816.10.1016/j.tate.2004.09.004
   Web of Science ®Google Scholar
• Segers, Mien, and H. Tillema. 2011. “How Do Dutch Secondary Teachers and Students Conceive the Purpose of Assessment?” Studies in Educational Evaluation 37 (1): 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 (7): 4–14. doi:10.1002/9780470690048.ch10.
   Google Scholar
• Shepard, L. A. 2006. “Classroom Assessment.” In Educational Measurement, edited by R. L. Brennan. 4th ed., 623–646. Westport: American Council on Education/Praeger.
   Google Scholar
• Shohamy, E., S. Donitsa-Schmidt, and I. Ferman. 1996. “Test Impact Revisited: Washback Effect over Time.” Language Testing 13 (3): 298–317.10.1177/026553229601300305
   Google Scholar
• Stiggins, R. 1988. “Revitalizing Classroom Assessment: The Highest Instructional Priority.” The Phi Delta Kappan 69 (5): 363–368.
   Web of Science ®Google Scholar
• Stiggins, R. 1999. “Evaluating Classroom Assessment Training in Teacher Education Programs.” Educational Measurement: Issues and Practice 18 (1): 23–27.
   Google Scholar
• Stiggins, R. 2002. “Assessment Crisis: The Absence of Assessment for Learning.” Phi Delta Kappan 83 (10): 758–765.10.1177/003172170208301010
   Web of Science ®Google Scholar
• Stiggins, R. 2005. “From Formative Assessment to Assessment for Learning: A Path to Success in Standards-based Schools.” Phi Delta Kappan 87 (4): 324–328.10.1177/003172170508700414
   Web of Science ®Google Scholar
• Stipek, Deborah J., Karen B. Givvin, Julie M. Salmon, and Valanne L. MacGyvers. 2001. “Teachers’ Beliefs and Practices Related to Mathematics Instruction.” Teaching and Teacher Education 17 (2): 213–226.10.1016/S0742-051X(00)00052-4
   Web of Science ®Google Scholar
• Taylor, L. 2009. “Developing Assessment Literacy.” Annual Review of Applied Linguistics 29 (1): 21–36.10.1017/S0267190509090035
   Web of Science ®Google Scholar
• Van den Berg, Rudolf. 2002. “Teachers’ Meanings Regarding Educational Practice.” Review of Educational Research 72 (4): 577–625.10.3102/00346543072004577
   Web of Science ®Google Scholar
• Vardar, E. 2010. “Sixth, Seventh, and Eighth Grade Teachers’ Conception of Assessment.” PhD diss., The Middle East Technical University, Ankara.
   Google Scholar
• Volante, L., and X. Fazio. 2007. “Exploring Teacher Candidates’ Assessment Literacy: Implications for Teacher Education Reform and Professional Development.” Canadian Journal of Education 30 (3): 749–770.10.2307/20466661
   Google Scholar
• Wall, D. 1997. “Impact and Washback in Language Testing.” In Encyclopedia of Language and Education: Vol. 7 Language Testing and Assessment, edited by C. Clapham and D. Corson, 291–302. Dordrecht: Kluwer Academic.10.1007/978-1-4020-4489-2
   Google Scholar
• Wall, Dianne, and T. Horák. 2006. The Impact of Changes in the TOEFL Examination on Teaching and Learning in Central and Eastern Europe: Phase 1, the Baseline Study. TOEFL Research Report-RR6. Princeton: Educational Testing Service.
   Google Scholar