Swedish teacher conceptions of assessment: a focus on improving outcomes-Reference-Cited by-同舟云学术

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Swedish teacher conceptions of assessment: a focus on improving outcomes

Published:2024-07-09 Issue: Volume: Page:1-21
ISSN:2000-4508
Container-title:Education Inquiry
language:en
Short-container-title:Education Inquiry

Author:

Brown Gavin T. L.¹²^ORCID,Andersson Catarina³⁴^ORCID,Winberg Mikael³⁵^ORCID,Palmberg Björn³⁴^ORCID,Palm Torulf³⁴^ORCID

Affiliation:

1. Department of Applied Educational Science, Umeå University, Umeå, Sweden

2. Faculty of Education & Social Work, The University of Auckland, Auckland, New Zealand

3. Department of Science and Mathematics Education, Umeå University, Umeå, Sweden

4. Umeå Mathematics Education Research Centre (UMERC), Umeå University, Umeå, Sweden

5. Umeå Science Education Research (UmSER), Umeå University, Umeå, Sweden

Publisher

Informa UK Limited

Link

https://www.tandfonline.com/doi/pdf/10.1080/20004508.2024.2375111

Reference69 articles.

1. The theory of planned behavior

2. Amos Development Corp. (2022). IBM SPSS Amos. In (Version 29.0.0). IBM. https://amosdevelopment.com

3. Bandalos, D. L., & Finney, S. J. (2010). Factor analysis: Exploratory and confirmatory. In G. R. Hancock & R. O. Mueller (Eds.), The reviewer’s guide to quantitative methods in the social sciences (pp. 93–114). Routledge.

4. Best (but oft-forgotten) practices: checking assumptions concerning regression residuals

5. Barnes, N., Fives, H., & Dacey, C. M. (2015). Teachers’ beliefs about assessment. In H. Fives & M. G. Gill (Eds.), International handbook of research on teacher beliefs (pp. 230–247). Routledge.

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