Swedish Teacher Conceptions of Assessment study

This project studies Swedish teacher conceptions of assessment in a repeated measurement invariance test of self-reported responses to a Swedish adaptation of the Teacher Conceptions of Assessment inventory. There is an SPSS data file, an AMOS model analysis file, and an image file of the main results. This word document is a preprint of a file currently under submission at a journal. AbstractUnderstanding teachers’ conceptions of assessment is a key objective in supporting assessment practices that lead to improved learning outcomes. Thus, inventories capable of identifying teachers assessment conceptions are important. The Teachers Conceptions of Assessment (TCoA) inventory was an early and influential measure of teacher assessment conceptions, but replication studies have shown that the model may be affected by policy and practice context. In the present study, a Swedish adaptation of the TCoA was administered twice, 18 months apart. A sample of 257 teachers were matched across the two time-points and their self-reported scores were analysed with confirmatory factor analysis and invariance testing. With good correspondence to the data, five of the nine factors in the TCoA were completely replicated and one factor was partially replicated. The model had sufficient similarity between time points to permit mean score comparisons, which were largely equivalent between times. The study indicates that the Swedish Teacher Conceptions of Assessment adaptation can be used reliably in Swedish primary and lower secondary schools as measure of teacher conceptions of the uses of assessment.

本研究项目旨在探讨瑞典教师在评估领域的认知观念，通过对瑞典版教师评估认知量表（TCoA）的自我报告响应进行重复测量不变性测试，以研究瑞典教师对评估的认知观念。研究包含一个SPSS数据文件、一个AMOS模型分析文件以及主要结果图像文件。本文档是提交至期刊审稿中的预印本。摘要：理解教师对评估的认知观念是支持评估实践，进而促进学习成果提升的关键目标。因此，能够识别教师评估认知观念的量表显得尤为重要。教师评估认知量表（TCoA）是早期且具有影响力的教师评估认知观念衡量工具，但复现研究显示该模型可能受到政策与实践环境的影响。在本研究中，对TCoA进行了瑞典本土化改编，并在18个月的时间间隔内进行了两次施测。257名教师在两个时间点进行了匹配，他们的自我报告得分通过验证性因素分析和不变性测试进行了分析。结果显示，TCoA中的九个因素中有五个与数据高度吻合，完全复现；一个因素部分复现。模型在不同时间点间具有足够的相似性，允许进行平均分数的比较，这些分数在时间上基本一致。研究结果表明，瑞典版教师评估认知观念量表可以可靠地应用于瑞典的小学和初中，作为衡量教师对评估运用认知的工具。