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Teachers' conceptions of assessment: implications for policy and professional development
Teachers' conceptions of assessment can be understood in terms of their agreement or disagreement with four purposes to which assessment may be put, specifically, (a) improvement of teaching andExpand
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Conceptions of Assessment: Understanding What Assessment Means to Teachers and Students
Preface Introduction to Conceptions Conceptions of Assessment Related Conceptions in Education Contexts of Research: Education in New Zealand and Queensland Research Methods For InvestigatingExpand
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Teacher Assessment Literacy in Practice: A Reconceptualization
Abstract This paper aims to reconceptualize teacher assessment literacy (AL) by connecting two fields of research: educational assessment and teacher education. It begins with a scoping review of ALExpand
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Measuring Attitude with Positively Packed Self-Report Ratings: Comparison of Agreement and Frequency Scales
Self-report rating scales with balanced response formats, anchored with vague frequency of activity indicators, often elicit inadequate information, especially when respondents are inclined toward aExpand
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Mixing interview and questionnaire methods: Practical problems in aligning data
Structured questionnaires and semi-structured interviews are often used in mixed method studies to generate confirmatory results despite differences in methods of data collection, analysis, andExpand
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Teachers' Conceptions of Assessment: Validation of an Abridged Version
Psychometric characteristics of the abridged Teachers' Conceptions of Assessment-III are reported. Data are from a study of 525 New Zealand primary school teachers and from a second study of 692Expand
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Student peer assessment
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Accuracy in the scoring of writing: Studies of reliability and validity using a New Zealand writing assessment system
Abstract Accuracy in the scoring of writing is critical if standardized tasks are to be used in a national assessment scheme. Three approaches to establishing accuracy (i.e., consensus, consistency,Expand
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Self-regulation of assessment beliefs and attitudes: a review of the Students’ Conceptions of Assessment inventory
How students understand, feel about and respond to assessment might contribute significantly to learning behaviour and academic achievement. This paper reviews studies that have used a relatively newExpand
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Opportunities and obstacles to consider when using peer- and self-assessment to improve student learning: Case studies into teachers' implementation
Abstract Peer- and self-assessment (PASA) are student-led assessment practices with the potential to positively affect achievement. Case studies of three New Zealand classrooms were examined toExpand
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