Skip to main content

Improvement and Accountability Functions of Assessment: Impact on Teachers’ Thinking and Action

  • 164 Accesses

Introduction

Assessment is everywhere in schooling. In some countries, it begins before schooling starts with screening tests and interviews for selection into elite or competitive nursery schools or kindergartens. Nonetheless, for most children and adolescents, if assessment is not a regular occurrence, it looms in the background, perhaps haunting or driving their learning. Likewise, assessment plays an important role in curriculum and teaching; assessment is how teachers monitor students’ progress through the curriculum and how curricula can be evaluated for effectiveness. Unsurprisingly, assessment is also used by governments, the media, and parents to determine the quality of schools and teachers even though there is strong evidence that such uses have generally negative consequences on teaching, curriculum, students, and learning (Hamilton et al. 2007); although some positive consequences (e.g., teaching being focused more directly on the curriculum underlying the test) have been...

Keywords

  • Teacher Beliefs
  • School Evaluation System
  • Teacher Conceptions
  • Curriculum Content Knowledge
  • Formative Assessment System

These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

This is a preview of subscription content, access via your institution.

Fig. 1

References

  • Barnes, N., Fives, H., & Dacey, C. M. (2015). Teachers’ beliefs about assessment. In H. Fives & M. Gregoire Gill (Eds.), International handbook of research on teacher beliefs (pp. 284–300). New York: Routledge.

    Google Scholar 

  • Brown, G. T. L. (2008). Conceptions of assessment: Understanding what assessment means to teachers and students. New York: Nova.

    Google Scholar 

  • Brown, G. T. L. (2012). Teachers’ thinking about assessment: Juggling improvement and accountability. Teacher: The International Education Magazine, 6(2), 30–35.

    Google Scholar 

  • Brown, G. T. L., Kennedy, K. J., Fok, P. K., Chan, J. K. S., & Yu, W. M. (2009). Assessment for improvement: Understanding Hong Kong teachers’ conceptions and practices of assessment. Assessment in Education: Principles, Policy and Practice, 16(3), 347–363. doi:10.1080/09695940903319737.

    CrossRef  Google Scholar 

  • Brown, G. T. L., Hui, S. K. F., Yu, F. W. M., & Kennedy, K. J. (2011a). 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. doi:10.1016/j.ijer.2011.10.003.

    CrossRef  Google Scholar 

  • Brown, G. T. L., Lake, R., & Matters, G. (2011b). Queensland teachers’ conceptions of assessment: The impact of policy priorities on teacher attitudes. Teaching and Teacher Education, 27(1), 210–220. doi:10.1016/j.tate.2010.08.003.

    CrossRef  Google Scholar 

  • Cizek, G. J. (2001). More unintended consequences of high-stakes testing. Educational Measurement: Issues and Practice, 20(4), 19–27.

    CrossRef  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: APA.

    CrossRef  Google Scholar 

  • Hamilton, L. S., Stecher, B. M., Marsh, J. A., McCombs, J. S., Robyn, A., Russell, J. L., et al. (2007). Standards-based accountability under no child left behind: Experiences of teachers and administrators in three states. Santa Monica: RAND Education.

    Google Scholar 

  • 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. doi:10.1080/09695940903319745.

    CrossRef  Google Scholar 

  • Hofstede, G. (2007). A European in Asia. Asian Journal of Social Psychology, 10(1), 16–21. doi:10.1111/j.1467-839X.2006.00206.x.

    CrossRef  Google Scholar 

  • Kennedy, K. J., Chan, J. K. S., & Fok, P. K. (2011). Holding policy-makers to account: Exploring ‘soft’ and ‘hard’ policy and the implications for curriculum reform. London Review of Education, 9(1), 41–54. doi:10.1080/14748460.2011.550433.

    CrossRef  Google Scholar 

  • Lerner, J. S., & Tetlock, P. E. (1999). Accounting for the effects of accountability. Psychological Bulletin, 125(2), 255–275.

    CrossRef  Google Scholar 

  • Newton, P. E. (2007). Clarifying the purposes of educational assessment. Assessment in Education: Principles, Policy & Practice, 14(2), 149–170.

    CrossRef  Google Scholar 

  • Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62, 307–332.

    CrossRef  Google Scholar 

  • Popham, W. J. (2000). Modern educational measurement: Practical guidelines for educational leaders (6th ed.). Boston: Allyn & Bacon.

    Google Scholar 

  • Ravitch, D. (2013). Reign of error: The hoax of the privatization movement and the danger to America’s public schools. New York: A. E. Knopf.

    Google Scholar 

  • Rieskamp, J., & Reimer, T. (2007). Ecological rationality. In R. F. Baumeister & K. D. Vohs (Eds.), Encyclopedia of social psychology (pp. 273–275). Thousand Oaks: Sage.

    Google Scholar 

  • Smith, L. F., Hill, M. F., Cowie, B., & Gilmore, A. (2014). Preparing teachers to use the enabling power of assessment. In C. M. Wyatt-Smith, V. Klenowski, & P. Colbert (Eds.), Designing assessment for quality learning (pp. 303–323). Dordrecht: Springer.

    CrossRef  Google Scholar 

  • Stobart, G. (2006). The validity of formative assessment. In J. Gardner (Ed.), Assessment and learning (pp. 133–146). London: Sage.

    Google Scholar 

Download references

Author information

Authors and Affiliations

Authors

Corresponding author

Correspondence to Gavin T. L. Brown .

Editor information

Editors and Affiliations

Rights and permissions

Reprints and Permissions

Copyright information

© 2016 Springer Science+Business Media Singapore

About this entry

Cite this entry

Brown, G.T.L. (2016). Improvement and Accountability Functions of Assessment: Impact on Teachers’ Thinking and Action. In: Peters, M. (eds) Encyclopedia of Educational Philosophy and Theory. Springer, Singapore. https://doi.org/10.1007/978-981-287-532-7_391-2

Download citation

  • DOI: https://doi.org/10.1007/978-981-287-532-7_391-2

  • Received:

  • Accepted:

  • Published:

  • Publisher Name: Springer, Singapore

  • Online ISBN: 978-981-287-532-7

  • eBook Packages: Springer Reference EducationReference Module Humanities and Social Sciences

Chapter History

  1. Latest

    Improvement and Accountability Functions of Assessment: Impact on Teachers’ Thinking and Action
    Published:
    14 May 2016

    DOI: https://doi.org/10.1007/978-981-287-532-7_391-2

  2. Original

    Improvement and Accountability Functions of Assessment: Impact on Teachers Thinking and Action
    Published:
    05 April 2016

    DOI: https://doi.org/10.1007/978-981-287-532-7_391-1