Gavin Brown|Lingbiao Gao
Chinese teachers’ conceptions of assessment for and of learning: Six competing and complementary purposes
University of Auckland|South China Normal University
china continues involve teachers implementation assessment learning formative assessment policy clearer understanding conceive purposes functions assessment necessary paper synthesises eight interview survey studies examined diverse samples practicing teachers china described nature purpose assessment making use inductive analyses factor analytic techniques variations constructs identified teachers thinking identified aligned across study methods six major constructs identified ranging positively regarded ideas assessment develops personal qualities academic abilities students negatively viewed role assessment management inspection schools framework allows better insights challenges policymakers might involving teachers effort reduce negative consequences associated highstakes examination systems