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Bhutanese Elementary Teachers' Assessment Conceptions

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Bibliographic Details
Title: Bhutanese Elementary Teachers' Assessment Conceptions
Language: English
Authors: Hemlata Karki (ORCID 0009-0003-0787-6005)
Source: Journal of the International Society for Teacher Education. 2025 29(1):84-103.
Availability: International Society for Teacher Education. Danish School of Education, Aarhus University, Niels Juelsgade 84, 8210 Aarhus N. Denmark; e-mail: isftecontact@gmail.com; Web site: https://journals.library.brocku.ca/index.php/jiste
Peer Reviewed: Y
Page Count: 20
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Descriptors: Foreign Countries, Elementary School Teachers, Teacher Attitudes, Improvement, Accountability, Correlation, Formative Evaluation, Summative Evaluation, Educational Assessment, Student Evaluation
Geographic Terms: Bhutan
ISSN: 1029-5968
2521-6015
Abstract: The purpose of this study was to investigate Bhutanese elementary teachers' conceptions about assessments to determine teachers' inclination towards improving conceptions (formative) or accountability conceptions (summative). Assessment conceptions were measured using the abridged version of CoA-III Abridged (CoA-III A) inventory proposed by Brown (2006) which includes four pre-determined assessment conceptions: assessment for improvement, assessment for student accountability, assessment for school accountability, and assessment as an irrelevance. The data was collected from 111 elementary teachers using an online survey questionnaire. Findings indicate that teachers conceive that the purpose of assessments is for improvement. They also conceived of assessments as irrelevant. There was a strong positive correlation between the conception of assessments for improvement and student accountability and a positive association between improvement and irrelevance conceptions. It was concluded that teachers have positive conceptions about assessment, but they often experience an assessment practice dilemma between the improvement and accountability purposes of assessment.
Abstractor: As Provided
Entry Date: 2025
Access URL: https://journals.library.brocku.ca/index.php/jiste/article/view/4418
Accession Number: EJ1480364
Database: ERIC
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  Data: Bhutanese Elementary Teachers' Assessment Conceptions
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  Data: <searchLink fieldCode="AR" term="%22Hemlata+Karki%22">Hemlata Karki</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0003-0787-6005">0009-0003-0787-6005</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+the+International+Society+for+Teacher+Education%22"><i>Journal of the International Society for Teacher Education</i></searchLink>. 2025 29(1):84-103.
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  Data: International Society for Teacher Education. Danish School of Education, Aarhus University, Niels Juelsgade 84, 8210 Aarhus N. Denmark; e-mail: isftecontact@gmail.com; Web site: https://journals.library.brocku.ca/index.php/jiste
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink>
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  Label: Descriptors
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Improvement%22">Improvement</searchLink><br /><searchLink fieldCode="DE" term="%22Accountability%22">Accountability</searchLink><br /><searchLink fieldCode="DE" term="%22Correlation%22">Correlation</searchLink><br /><searchLink fieldCode="DE" term="%22Formative+Evaluation%22">Formative Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Summative+Evaluation%22">Summative Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Assessment%22">Educational Assessment</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Evaluation%22">Student Evaluation</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Bhutan%22">Bhutan</searchLink>
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  Data: The purpose of this study was to investigate Bhutanese elementary teachers' conceptions about assessments to determine teachers' inclination towards improving conceptions (formative) or accountability conceptions (summative). Assessment conceptions were measured using the abridged version of CoA-III Abridged (CoA-III A) inventory proposed by Brown (2006) which includes four pre-determined assessment conceptions: assessment for improvement, assessment for student accountability, assessment for school accountability, and assessment as an irrelevance. The data was collected from 111 elementary teachers using an online survey questionnaire. Findings indicate that teachers conceive that the purpose of assessments is for improvement. They also conceived of assessments as irrelevant. There was a strong positive correlation between the conception of assessments for improvement and student accountability and a positive association between improvement and irrelevance conceptions. It was concluded that teachers have positive conceptions about assessment, but they often experience an assessment practice dilemma between the improvement and accountability purposes of assessment.
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    Languages:
      – Text: English
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      Pagination:
        PageCount: 20
        StartPage: 84
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Elementary School Teachers
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Improvement
        Type: general
      – SubjectFull: Accountability
        Type: general
      – SubjectFull: Correlation
        Type: general
      – SubjectFull: Formative Evaluation
        Type: general
      – SubjectFull: Summative Evaluation
        Type: general
      – SubjectFull: Educational Assessment
        Type: general
      – SubjectFull: Student Evaluation
        Type: general
      – SubjectFull: Bhutan
        Type: general
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      – TitleFull: Bhutanese Elementary Teachers' Assessment Conceptions
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            NameFull: Hemlata Karki
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              M: 08
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              Y: 2025
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