30 results for Brown, Gavin, Book item

  • asTTle -- a national testing system for formative assessment: How the national testing policy ended up helping schools and teachers

    Brown, Gavin (2013)

    Book item
    The University of Auckland Library

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  • Volume Introduction: The human and social experience of assessment: Valuing the person and context

    Harris, LR; Brown, Gavin (2016)

    Book item
    The University of Auckland Library

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  • Student Self-Assessment in the Classroom

    Andrade, HL; Brown, Gavin (2016)

    Book item
    The University of Auckland Library

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  • "Drawing" out student conceptions: using pupils' pictures to examine their conceptions of assessment

    Harris, LR; Harnett, Jennifer; Brown, Gavin (2009-11-30)

    Book item
    The University of Auckland Library

    This volume collectsresearch studies from Europe, North and South America, Asia, and New Zealand thathave deliberately focused on how students in primary, ...

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  • Analyzing the Dimensionality of the Students’ Conceptions of Assessment (SCoA) Inventory

    Weekers, AM; Brown, Gavin; Veldkamp, BP (2009-11-30)

    Book item
    The University of Auckland Library

    This volume collectsresearch studies from Europe, North and South America, Asia, and New Zealand thathave deliberately focused on how students in primary, ...

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  • Students’ conceptions of assessment in higher education in Brazil

    Matos, DAS; Cirino, SD; Brown, Gavin (2009-11-30)

    Book item
    The University of Auckland Library

    This volume collects research studies from Europe, North and South America, Asia, and New Zealand that have deliberately focused on how students in primary, ...

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  • Assessment literacy training and teachers' conceptions of assessment

    Brown, Gavin (2008)

    Book item
    The University of Auckland Library

    The low status of teacher's assessment literacy is well-established and there are many calls for increased training as a means of redressing this deficiency. It is often not noted that teachers' already have conceptions of what assessment is and these beliefs need to be addressed as part of teacher change endeavours. This chapter reports a study of 525 New Zealand primary school teachers and relates their conceptions of assessment to their levels of assessment literacy training....

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  • Assessment: Principles and practice

    Brown, Gavin (2010)

    Book item
    The University of Auckland Library

    Assessment at a university involves creating and scoring student coursework and examination responses. Further, academics are required to examine and/or assess graduate student theses or dissertations. In both situations two basic decisions need to be taken: (1) whether the quality and quantity of work provided constitutes a pass or a fail; and (2) if passing, the level of pass the work represents must be determined. ...

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  • Integrating Teachers' Conceptions: Assessment, Teaching, Learning, Curriculum and Efficacy

    Brown, Gavin (2008)

    Book item
    The University of Auckland Library

    How teachers' beliefs about assessment, teaching, learning, curriculum, and efficacy relate to each other is not well understood. The general stereotype proposes a dichotomy between a teacher transmission of surface content for accountability conception and a leaner-centered, deep learning assessed for formative purposes approach. ...

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  • Teachers' self-reported assessment practices and conceptions: Using structural equation modelling to examine measurement and structural models.

    Brown, Gavin (2009)

    Book item
    The University of Auckland Library

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  • The reliability of essay scores: The necessity of rubrics and moderation

    Brown, Gavin (2009)

    Book item
    The University of Auckland Library

    The use of essays is a well-established means of evaluating student learning in higher education. The accuracy of scoring essays is estimated with three means (i.e., consensus, consistency, and measurement estimates). Evidence is consistent that inter-and intra-marker rating of essays is unreliable. The nature of essay tasks and marker behaviour has been shown to contribute significantly to the error component in essay scores. Scoring guides or rubrics to guide scoring and multiple marking or moderation of essays are necessary requirements of reliable essay scores. While essays may be valid. their usage depends on accuracy of scoring and if this cannot be established, alternative assessment approaches should be considered.

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  • Integrating Teachers' Conceptions: Assessment, Teaching, Learning, Curriculum, and Efficacy.

    Brown, Gavin (2006)

    Book item
    The University of Auckland Library

    How teachers' beliefs about assessment, teaching, learning, curriculum, and efficacy relate to each other is not well understood. The general stereotype proposes a dichotomy between a teacher transmission of surface content for accountability conception and a learner-centred, deep learning assessed for formative purposes approach. Teachers' conceptions were examined to determine the nature of their connections. A questionnaire survey of over 230 New Zealand primary school teachers used five batteries to measure teachers' conceptions. Joint and multi-battery exploratory factor analyses of the 22 scale scores revealed four conceptions and average strength of agreement was determined. Teachers strongly agreed with the deep, humanistic and nurturing conception; moderately agreed with their ability to deliver surface learning in accountability assessments, moderately agreed with teaching and curriculum for social reform or reconstruction, and slightly agreed that assessment was bad and could be ignored because it does not improve teaching or learning, is inaccurate, and external factors prevent teachers from making improvement. This pattern revealed New Zealand teachers to be strongly child-centred with a somewhat positive orientation towards accountability. Teachers' conceptual make-up was more sophisticated than the stereotypical dichotomy.

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  • Integrating teachers' conceptions: Assessment, teaching, learning, curriculum, and efficacy

    Brown, Gavin (2007)

    Book item
    The University of Auckland Library

    How teachers' beliefs about assessment, teaching, learning, curriculum, and efficacy relate to each other is not well understood. The general stereotype proposes a dichotomy between a teacher transmission of surface content for accountability conception and a learner-centred, deep learning assessed for formative purposes approach. Teachers' conceptions were examined to determine the nature of their connections. A questionnaire survey of over 230 New Zealand primary school teachers used five batteries to measure teachers' conceptions. Joint and multi-battery exploratory factor analyses of the 22 scale scores revealed four conceptions and average strength of agreement was determined. Teachers strongly agreed with the deep, humanistic and nurturing conception; moderately agreed with their ability to deliver surface learning in accountability assessments, moderately agreed with teaching and curriculum for social reform or reconstruction, and slightly agreed that assessment was bad and could be ignored because it does not improve teaching or learning, is inaccurate, and external factors prevent teachers from making improvement. This pattern revealed New Zealand teachers to be strongly child-centred with a somewhat positive orientation towards accountability. Teachers' conceptual make-up was more sophisticated than the stereotypical dichotomy.

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  • Student perspectives of assessment: Considering what assessment means to learners

    Brown, Gavin; McInerney, DM; Liem, GAD (2009)

    Book item
    The University of Auckland Library

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  • The future of assessment as a human and social endeavour

    Brown, Gavin; Harris, LR (2016)

    Book item
    The University of Auckland Library

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  • Assessment and evaluation

    Hattie, JA; Brown, Gavin (2010)

    Book item
    The University of Auckland Library

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  • Comparing university student conceptions of assessment: Brazilian and New Zealand beliefs

    Matos, DAS; Brown, Gavin (2015)

    Book item
    The University of Auckland Library

    Student conceptions of assessment are an aspect of self-regulation theory with adaptive and maladaptive factors. Responses to the Student Conceptions of Assessment inventory seem to be sensitive to the dominant uses of assessment within a society. A multi-group confirmatory factor analysis was conducted between Brazilian and New Zealand university students. A common, inter-correlated 8-factor solution was found, but was not invariant between samples. New Zealand students were positive about the predictive role of assessment, perhaps because opportunity to enter higher education is relatively equitable. Brazilian students had a more negative conception of assessment, perhaps reflecting the largely summative use of assessment in higher education. This study supports the notion that educational beliefs are ecologically rational.

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  • Assessment and parents

    Harris, LR; Brown, Gavin (2016)

    Book item
    The University of Auckland Library

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  • An exploration of secondary school teachers' conceptions of assessment: A TLRI Study 1

    Brown, Gavin (2005)

    Book item
    The University of Auckland Library

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  • Student self-assessment

    Brown, Gavin; Harris, LR (2013)

    Book item
    The University of Auckland Library

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