Student Conceptions of Assessment:Regulatory Responses to Our Practices  

作　　者：Gavin T.L.Brown 

机构地区：[1]Development&Professional Practice,The Faculty of Education and Social Work,The University of Auckland,Private Bag 92019,Victoria Street West,Auckland 1142,New Zealand

出　　处：《ECNU Review of Education》2022年第1期116-139,共24页华东师大教育评论（英文）

摘　　要：Purpose:Universities assess and evaluate students concerning competence in essential disciplinary knowledge and skills.Those assessments impact learners’attitudes,beliefs,and emotions.Negative impacts may be overcome if students regulate their responses to assessment and feedback.Design/Approach/Methods:This article systematically locates research studies that cite three key early papers around student conceptions of assessment(SCoA).A narrative synthesis is based on 22 papers.Findings:In addition to the SCoA,11 different research inventories reveal a variety of regulatory responses that are enhanced when assessments are deliberately formative,fair,and trustworthy.There is broad interest in this phenomenon but little consistency in methods,and even the SCoA has little consistency in factor structure across jurisdictions.Only one study provided an objective behavioral measure to validate self-reports,which are the dominant form of research.Originality/Value:This review gives readers insights into how assessment influences student thinking and how student cognition can regulate success.

关 键 词：Conceptions of assessment higher education LEARNERS self-regulated learning 

分 类 号：H31[语言文字—英语]