Examining conceptions of assessment among a social media-based sample of early childhood professionals

IF 0.9 Q3 EDUCATION & EDUCATIONAL RESEARCH Journal of Early Childhood Teacher Education Pub Date : 2022-01-19 DOI:10.1080/10901027.2022.2025959
S. Kenny, Claire E. Cameron
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引用次数: 1

Abstract

ABSTRACT Education professionals’ conceptions of assessment can influence how they enact assessment with children. In this study, we explored the factor structure of a previously validated survey instrument, Brown’s Conceptions of Assessment Questionnaire (COA-III), when administered to a social-media-based sample of 241 U.S. early childhood professionals. We then used these results to examine participants’ conceptions and how these conceptions relate to one another. In common with prior research, the exploratory factor analysis yielded a 3-factor model of the participants’ conceptions of the purposes of assessment: assessment improves educational outcomes, assessment is irrelevant, and assessment as an accountability measure. Thus, the COA-III offers promise to educational researchers, policymakers, and professional preparation programs seeking to understand what early childhood professionals think and believe about the purpose of assessment. Further analyses—namely evidence of conflicting assessment beliefs—confirmed some of the complexities of assessing young children; such findings hold important implications for assessment-related training, policy, and practice.
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在基于社交媒体的幼儿专业人员样本中检验评估概念
摘要教育专业人员的评估观念会影响他们如何对儿童进行评估。在这项研究中,我们对241名美国幼儿专业人员的社交媒体样本进行了研究,探讨了先前验证的调查工具布朗概念评估问卷(COA-III)的因素结构。然后,我们使用这些结果来检验参与者的概念以及这些概念如何相互关联。与先前的研究一样,探索性因素分析得出了参与者对评估目的概念的三因素模型:评估可以改善教育成果,评估无关紧要,评估是一种问责措施。因此,COA-III为寻求了解幼儿专业人士对评估目的的看法和信念的教育研究人员、政策制定者和专业准备项目提供了希望。进一步的分析——即相互冲突的评估信念的证据——证实了评估幼儿的一些复杂性;这些发现对评估相关的培训、政策和实践具有重要意义。
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来源期刊
Journal of Early Childhood Teacher Education
Journal of Early Childhood Teacher Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.20
自引率
16.70%
发文量
27
期刊介绍: The Journal of Early Childhood Teacher Education, the official journal of the National Association of Early Childhood Teacher Educators, publishes original manuscripts, reviews, and information about association activities. Its purpose is to provide a forum for consideration of issues and for exchange of information and ideas about research and practice in early childhood teacher education. JECTE welcomes research reports, position papers, essays on current issues, reflective reports on innovative teacher education practices, letters to the editor and book reviews.
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