---
_id: '476'
abstract:
- lang: eng
text: 'A study of New Zealand secondary school students using four self-report inventories
of conceptions of assessment found four robust independent measurement models.
Four structural models mapped the conceptions of assessment to mathematics achievement
taking into account student ethnicity and student sex. The conceptions that assessment
makes students accountable and was beneficial for students loaded positively on
achievement, while the conceptions that assessment is fun and assessment is ignored
had negative loadings on achievement. These findings are consistent with self-
regulation theory and formative assessment, suggesting that students who use assessment
to take responsibility for their learning by using assessment formatively will
attain increased mathematics outcomes. Keywords: Assessment, secondary school
students, conceptions, mathematics'
author:
- first_name: G. T. L.
full_name: Brown, G. T. L.
last_name: Brown
- first_name: Gerrit
full_name: Hirschfeld, G.
id: 234690
last_name: Hirschfeld
orcid: 0000-0003-2143-4564
citation:
alphadin: 'Brown, G. T. L. ; Hirschfeld, Gerrit: Students’ conceptions
of assessment and mathematics: self-regulation raises achievement. In: Australian
Journal of Educational and Developmental Psychology Bd. 7 (2007), S. 63–74'
ama: 'Brown GTL, Hirschfeld G. Students’ conceptions of assessment and mathematics:
self-regulation raises achievement. Australian Journal of Educational and Developmental
Psychology. 2007;7:63-74.'
apa: 'Brown, G. T. L., & Hirschfeld, G. (2007). Students’ conceptions of assessment
and mathematics: self-regulation raises achievement. Australian Journal of
Educational and Developmental Psychology, 7, 63–74.'
bibtex: '@article{Brown_Hirschfeld_2007, title={Students’ conceptions of assessment
and mathematics: self-regulation raises achievement}, volume={7}, journal={Australian
Journal of Educational and Developmental Psychology}, author={Brown, G. T. L.
and Hirschfeld, Gerrit}, year={2007}, pages={63–74} }'
chicago: 'Brown, G. T. L., and Gerrit Hirschfeld. “Students’ Conceptions of Assessment
and Mathematics: Self-Regulation Raises Achievement.” Australian Journal of
Educational and Developmental Psychology 7 (2007): 63–74.'
ieee: 'G. T. L. Brown and G. Hirschfeld, “Students’ conceptions of assessment and
mathematics: self-regulation raises achievement,” Australian Journal of Educational
and Developmental Psychology, vol. 7, pp. 63–74, 2007.'
mla: 'Brown, G. T. L., and Gerrit Hirschfeld. “Students’ Conceptions of Assessment
and Mathematics: Self-Regulation Raises Achievement.” Australian Journal of
Educational and Developmental Psychology, vol. 7, 2007, pp. 63–74.'
short: G.T.L. Brown, G. Hirschfeld, Australian Journal of Educational and Developmental
Psychology 7 (2007) 63–74.
date_created: 2019-05-28T12:24:27Z
date_updated: 2021-01-18T15:32:26Z
intvolume: ' 7'
page: 63-74
publication: Australian Journal of Educational and Developmental Psychology
status: public
title: 'Students'' conceptions of assessment and mathematics: self-regulation raises
achievement'
type: journal_article
volume: 7
year: '2007'
...