Teachers’ conception of assessment knowledge and their preferred assessment system

The shift in education system in Indonesia from centralized to decentralized system has affected the assessment system and indirectly changed the test from standardized to school-based type. Teachers’ conceptions of assessment knowledge may have an influence on the changes. Theoretically, the assump...

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Main Author:	Ma’ruf, Amar
Format:	Thesis
Language:	English
Published:	2018
Subjects:	LB Theory and practice of education
Online Access:	http://eprints.utm.my/id/eprint/79235/1/AmarMa%E2%80%99rufPFP2018.pdf
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spelling	my-utm-ep.792352018-10-14T08:39:43Z Teachers’ conception of assessment knowledge and their preferred assessment system 2018 Ma’ruf, Amar LB Theory and practice of education The shift in education system in Indonesia from centralized to decentralized system has affected the assessment system and indirectly changed the test from standardized to school-based type. Teachers’ conceptions of assessment knowledge may have an influence on the changes. Theoretically, the assumption is that objectivist point of view prefers standardized test format, whilst the subjectivist view of knowledge prefers school-based test format. Thus, the study investigated the relationship between teachers’ conceptions of assessment knowledge and their preferred test format. This study applied mixed method of explanatory sequential design carried out in Indonesia using multistage cluster random sampling method involving 240 teachers. The instruments used in this study were two types of questionnaires, namely “teachers’ conceptions of assessment knowledge” and “teachers’ preferred test format”. The construct validity of the instruments was determined using the Rasch measurement model. The research findings showed that teachers’ conceptions of assessment knowledge was more towards being objectivist rather than subjectivist. However, in terms of preferred test format, it was the opposite, which was inclined towards school-based rather than standardized test. This result is in conflict with the earlier assumption, that those who have conceptions of objectivist prefer the standardized test format and those with conceptions of subjectivist prefer school-based test format. Thus, in this study, teachers’ conceptions of assessment knowledge did not correlate with their preferred test format. The findings show teachers’ conceptions of assessment knowledge as objectivist, but they preferred school-based test. Hence, some policies need to be implemented by the government to change teachers’ conceptions of assessment knowledge into conceptions of subjectivist view to be in line with the government’s needs. 2018 Thesis http://eprints.utm.my/id/eprint/79235/ http://eprints.utm.my/id/eprint/79235/1/AmarMa%E2%80%99rufPFP2018.pdf application/pdf en public phd doctoral Universiti Teknologi Malaysia, Faculty of Education Faculty of Education
institution	Universiti Teknologi Malaysia
collection	UTM Institutional Repository
language	English
topic	LB Theory and practice of education
spellingShingle	LB Theory and practice of education Ma’ruf, Amar Teachers’ conception of assessment knowledge and their preferred assessment system
description	The shift in education system in Indonesia from centralized to decentralized system has affected the assessment system and indirectly changed the test from standardized to school-based type. Teachers’ conceptions of assessment knowledge may have an influence on the changes. Theoretically, the assumption is that objectivist point of view prefers standardized test format, whilst the subjectivist view of knowledge prefers school-based test format. Thus, the study investigated the relationship between teachers’ conceptions of assessment knowledge and their preferred test format. This study applied mixed method of explanatory sequential design carried out in Indonesia using multistage cluster random sampling method involving 240 teachers. The instruments used in this study were two types of questionnaires, namely “teachers’ conceptions of assessment knowledge” and “teachers’ preferred test format”. The construct validity of the instruments was determined using the Rasch measurement model. The research findings showed that teachers’ conceptions of assessment knowledge was more towards being objectivist rather than subjectivist. However, in terms of preferred test format, it was the opposite, which was inclined towards school-based rather than standardized test. This result is in conflict with the earlier assumption, that those who have conceptions of objectivist prefer the standardized test format and those with conceptions of subjectivist prefer school-based test format. Thus, in this study, teachers’ conceptions of assessment knowledge did not correlate with their preferred test format. The findings show teachers’ conceptions of assessment knowledge as objectivist, but they preferred school-based test. Hence, some policies need to be implemented by the government to change teachers’ conceptions of assessment knowledge into conceptions of subjectivist view to be in line with the government’s needs.
format	Thesis
qualification_name	Doctor of Philosophy (PhD.)
qualification_level	Doctorate
author	Ma’ruf, Amar
author_facet	Ma’ruf, Amar
author_sort	Ma’ruf, Amar
title	Teachers’ conception of assessment knowledge and their preferred assessment system
title_short	Teachers’ conception of assessment knowledge and their preferred assessment system
title_full	Teachers’ conception of assessment knowledge and their preferred assessment system
title_fullStr	Teachers’ conception of assessment knowledge and their preferred assessment system
title_full_unstemmed	Teachers’ conception of assessment knowledge and their preferred assessment system
title_sort	teachers’ conception of assessment knowledge and their preferred assessment system
granting_institution	Universiti Teknologi Malaysia, Faculty of Education
granting_department	Faculty of Education
publishDate	2018
url	http://eprints.utm.my/id/eprint/79235/1/AmarMa%E2%80%99rufPFP2018.pdf
_version_	1747818179082584064

Teachers’ conception of assessment knowledge and their preferred assessment system

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