32 results for Brown, Gavin, Book item

  • Student self-assessment

    Brown, Gavin; Harris, LR (2013)

    Book item
    The University of Auckland Library

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  • The benefits of regular standardized assessment in childhood education: Guiding improved instruction and learning

    Brown, Gavin; Hattie, JAC (2012)

    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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  • Information literacy curriculum & assessment: Implications for schools from New Zealand.

    Brown, Gavin (1999)

    Book item
    The University of Auckland Library

    The development of the ???information society??? or ???information age??? creates a global context for instruction in information skills. Ensuring that students have skills in handling, understanding, and producing information is increasingly considered a vital educational goal. This chapter reviews the literature on information literacy, focusing on the common elements and aspects of information skills sequences and components. The New Zealand curriculum, resource, and research scene relevant to information skills is reviewed and evaluated against international trends. Present trends and developments in the assessment and measurement of information skills are reviewed. Possible implications for the information literate school are examined.

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  • Student conceptions of assessment across cultural and contextual differences: University student perspectives of assessment from Brazil, China, Hong Kong, and New Zealand.

    Brown, Gavin (2013)

    Book item
    The University of Auckland Library

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  • Assessing Assessment for Learning: Reconsidering the policy and practice

    Brown, Gavin (2013)

    Book item
    The University of Auckland Library

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  • New Zealand prospective teacher conceptions of assessment and academic performance: Neither student nor practicing teacher

    Brown, Gavin (2011)

    Book item
    The University of Auckland Library

    Conceptions of assessment are critical components of prospective teacher learning about assessment. Students (n=324) enrolled in a 2nd-year course on classroom assessment responded to the Teachers??? Conceptions of Assessment Abridged (TCoA-IIIA) inventory. Confirmatory factor analysis found that the model for practicing teachers was not well-fitting and an alternative five factor model was found (i.e., assessment improves student learning and teaching; assessment is ignored and is inaccurate, assessment is bad, assessment measures school quality validly, and assessment grades students). Students more than moderately agreed that assessment improves student learning and teaching and that assessment grades students. A structural equation model found that only one conception of assessment negatively predicted course total grade (??=-.23) and/or test score (??=-.29). The study showed that prospective teachers have quite different patterns and effects in their conceptions of assessment than practicing teachers and high school students.

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  • ????????????????????????: ????????????????????? - ?????????????????????????????? [Exams, ranks and consequences: A considered reflection on education in China]

    Brown, Gavin (2012)

    Book item
    The University of Auckland Library

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  • Beliefs that Make a Difference: Adaptive and Maladaptive Self-regulation in Students??? Conceptions of Assessment

    Brown, Gavin; Peterson, Elizabeth; Irving, Stephen (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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  • 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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  • National Testing: Pitfalls and Promises???the NZ Perspective

    Brown, Gavin (2013)

    Book item
    The University of Auckland Library

    Tests and examinations are frequently used to evaluate both students and schools/teachers. This is easily done and intuitive???good schools produce students who do well on examinations. However, there are problems with this simplistic approach. Tests and examinations generally report achievement using total scores (often percentages or letter grades) that are used to determine how well a candidate did compared to others. Unfortunately, this information does not help teachers, students, parents, or even employers determine the strengths and weaknesses of a learner or what the next thing to learn is. Clearly, assessments must provide richer diagnostic information so as to contribute to the improvement agenda. In New Zealand, there is wide-spread use of tests for improvement rather than evaluation or certification within a context that prioritises assessment for learning. This paper will illustrate the New Zealand approach by focusing on the Assessment Tools for Teaching and Learning system which was designed at the University of Auckland as a means of informing teachers and school leaders in Years 5 to 12 about which children needed to be taught which part of reading, writing, or mathematics curriculum.

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  • Student self-assessment

    Brown, Gavin; Harris, LR (2013)

    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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  • 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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  • "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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  • 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 (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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