Chinese Students Conceptions of Assessment Inventory
These items were assembled into a questionnaire which was developed by Gavin T L Brown and Zhenlin Wang at the Hong Kong Institute of Education from 2010-2011. The items were developed from a focus group study (Brown & Wang, 2013; Wang & Brown, 2014), previous SCoA studies (Brown, 2011), and previous work on Chinese teachers’ conceptions of assessment (Brown, Hui, Yu, & Kennedy, 2011). The items in this list were selected after administration of the survey in China and Hong Kong (Brown & Wang, 2016). The questionnaire has been used subsequently with different factor structure results (Chen & Brown, 2016).
References
Brown, G. T. L. (2011). Self-regulation of assessment beliefs and attitudes: A review of the Students’ Conceptions of Assessment inventory. Educational Psychology, 31(6), 731-748. doi:10.1080/01443410.2011.599836
Brown, G. T. L., & Wang, Z. (2013). Illustrating assessment: How Hong Kong university students conceive of the purposes of assessment. Studies in Higher Education, 38(7), 1037-1057. doi:10.1080/03075079.2011.616955
Brown, G. T. L., & Wang, Z. (2016). Understanding Chinese university student conceptions of assessment: Cultural similarities and jurisdictional differences between Hong Kong and China. Social Psychology of Education, 19(1), 151-173. doi:10.1007/s11218-015-9322-x
Brown, G. T. L., Hui, S. K. F., Yu, 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. doi:10.1016/j.ijer.2011.10.003
Chen, J., & Brown, G. T. L. (2016). Tensions between knowledge transmission and student-focused teaching approaches to assessment purposes: Helping students improve through transmission. Teachers and Teaching: Theory and Practice, 22(3), 350-367. doi:10.1080/13540602.2015.1058592
Wang, Z., & Brown, G. T. L. (2014). Hong Kong tertiary student conceptions of assessment of academic ability. Higher Education Research & Development, 33(5), 1063-1077. doi:10.1080/07294360.2014.890565
