Conceptions of assessment: Investigating what assessment means to secondary and university teachers

Sahbi Hidri


The overriding objective of this study was to investigate secondary and university teachers’ assessment conceptions in an EFL context using a four-factor (Student Accountability, School Accountability, Improvement and Irrelevance) teachers’ conceptions of assessment (TCoA) inventory (Brown, 2006). Data of the study were collected by a questionnaire administered to secondary school (n=336) and university (n=206) teachers. Factor analyses (exploratory factor analysis (EFA), parallel analysis (principal component analysis (PCA)), dimension analysis (SPSS R-Menu v.2.0) and confirmatory factor analysis (CFA)) using SPSS v. 22.0 and AMOS v. 21.0 were examined. Results delineated a three-factor model (Accountability, Improvement and Irrelevant) with an endorsement of and a significant relationship between Accountability and Improvement. The ecological relationship between factors and indicators denoted teachers’ misconceptions about assessment. Implications for future research on TCoA in similar-related contexts were also discussed.


Assessment literacy;TCoA;education policy;EFA;PCA;CFA;assessment misconceptions

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