Validation and invariance of the Conceptions of Assessment-III Abridged (COA-IIIA) among pre-service and in-service teachers in the United States-Reference-Cited by-同舟云学术

Validation and invariance of the Conceptions of Assessment-III Abridged (COA-IIIA) among pre-service and in-service teachers in the United States

Published:2023-04-17 Issue:3 Volume:35 Page:419-447
ISSN:1874-8597
Container-title:Educational Assessment, Evaluation and Accountability
language:en
Short-container-title:Educ Asse Eval Acc

Author:

Reeves Todd D.^ORCID,Onder Yasemin,Kraner Chris

Publisher

Springer Science and Business Media LLC

Subject

Organizational Behavior and Human Resource Management,Education

Link

https://link.springer.com/content/pdf/10.1007/s11092-023-09407-4.pdf

Reference51 articles.

1. Barnes, N., Fives, H., & Dacey, C. M. (2015). Teachers’ beliefs about assessment. In H. Fives & M. G. Gill (Eds.), International handbook of research on teachers’ beliefs (pp. 284–300). Routledge.

2. Barnes, N., Fives, H., & Dacey, C. M. (2017). US teachers’ conceptions of the purposes of assessment. Teaching and Teacher Education, 65, 107–116.

3. Bentler, P. M. (1990). Comparative fit indexes in structural models. Psychological Bulletin, 107, 238–246.

4. Bentler, P. M., & Bonett, D. G. (1980). Significance tests and goodness of fit in the analysis of covariance structures. Psychological Bulletin, 88, 588–606.

5. Brosseau-Liard, P. E., & Savalei, V. (2014). Adjusting incremental fit indices for nonnormality. Multivariate Behavioral Research, 49(5), 460–470.

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