Chinese Students Conceptions of Assessment Inventory

<p></p><p>These items were assembled into a questionnaire which was developed by Gavin T L Brown and Zhenlin Wang at the Hong Kong Institute of Education from 2010-2011. The items were developed from a focus group study (Brown & Wang, 2013; Wang & Brown, 2014), previous SCoA studies (Brown, 2011), and previous work on Chinese teachers’ conceptions of assessment (Brown, Hui, Yu, & Kennedy, 2011). The items in this list were selected after administration of the survey in China and Hong Kong (Brown & Wang, 2016). The questionnaire has been used subsequently with different factor structure results (Chen & Brown, 2016).</p> <p><b>References</b></p> <p>Brown, G. T. L. (2011). Self-regulation of assessment beliefs and attitudes: A review of the Students’ Conceptions of Assessment inventory. <i>Educational Psychology, 31</i>(6), 731-748. doi:10.1080/01443410.2011.599836</p> <p>Brown, G. T. L., & Wang, Z. (2013). Illustrating assessment: How Hong Kong university students conceive of the purposes of assessment. <i>Studies in Higher Education, 38</i>(7), 1037-1057. doi:10.1080/03075079.2011.616955</p> <p>Brown, G. T. L., & Wang, Z. (2016). Understanding Chinese university student conceptions of assessment: Cultural similarities and jurisdictional differences between Hong Kong and China. <i>Social Psychology of Education, 19</i>(1), 151-173. doi:10.1007/s11218-015-9322-x</p> <p>Brown, G. T. L., Hui, S. K. F., Yu, W. M., & Kennedy, K. J. (2011). Teachers’ conceptions of assessment in Chinese contexts: A tripartite model of accountability, improvement, and irrelevance. <i>International Journal of Educational Research, 50</i>(5-6), 307-320. doi:10.1016/j.ijer.2011.10.003</p> <p>Chen, J., & Brown, G. T. L. (2016). Tensions between knowledge transmission and student-focused teaching approaches to assessment purposes: Helping students improve through transmission. <i>Teachers and Teaching: Theory and Practice, 22</i>(3), 350-367. doi:10.1080/13540602.2015.1058592</p> <p>Wang, Z., & Brown, G. T. L. (2014). Hong Kong tertiary student conceptions of assessment of academic ability. <i>Higher Education Research & Development, 33</i>(5), 1063-1077. doi:10.1080/07294360.2014.890565</p><br><p></p

Rainfall, maximum, minimum and mean temperatures (°C) recorded during the growing season (March to June) in 2010–2011 (<i>A</i>) and 2011–2012 (<i>B</i>).

<p>Rainfall, maximum, minimum and mean temperatures (°C) recorded during the growing season (March to June) in 2010–2011 (<i>A</i>) and 2011–2012 (<i>B</i>).</p

Effects of row spacing on leaf area index (LAI) of two spike types of wheat under high plant density over a two-year period (2011 and 2012).

<p>R₀, R₁, R₂ and R₃ refer to 5-cm row spacing, 15-cm row spacing, 25-cm row spacing and 35-cm row spacing, respectively. The data are means ± standard error (SE; n = 3). Different small letters in each group indicate significant differences at <i>P</i><0.05.</p

Effects of row spacing on grain yield, yield components and aboveground biomass at physiological maturity under high planting density over a two-year period (2011 and 2012).

<p>Effects of row spacing on grain yield, yield components and aboveground biomass at physiological maturity under high planting density over a two-year period (2011 and 2012).</p

Effects of row spacing on photosynthetic rate (<i>P</i>_N) of flag (<i>A</i>,<i>B</i>,<i>C</i>,<i>D</i>), penultimate (<i>E</i>,<i>F</i>,<i>G</i>,<i>H</i>) and third leaves (<i>I</i>,<i>J</i>,<i>K</i>,<i>L</i>) of two spike types of wheat under high planting density over a two-year period (2011 and 2012).

<p>R₀, R₁, R₂ and R₃ refer to 5-cm row spacing, 15-cm row spacing, 25-cm row spacing and 35-cm row spacing, respectively. Data are means ± standard error (SE; n = 3). Vertical bars indicate the SE.</p

Effects of row spacing on <i>F</i>_v/<i>F</i>_m (<i>A</i>,<i>B</i>,<i>C</i>,<i>D</i>) and <i>Φ</i>_PSII (<i>E</i>,<i>F</i>,<i>G</i>,<i>H</i>)of the flag, penultimate and third leaves of two spike types of wheat under high plant density over a two-year period (2011 and 2012).

<p>R₀, R₁, R₂ and R₃ refer to 5-cm row spacing, 15-cm row spacing, 25-cm row spacing and 35-cm row spacing, respectively. Numbers 1, 2 and 3 refer to the flag, penultimate and third leaves, respectively. The data are means ± standard error (SE; n = 3). Vertical bars indicate SE.</p

SCoA Chinese Traditional Script

This is a translation of Brown's Student Conceptions of Assessment inventory (version 6) into traditional script as used in Hong Kong. The work was completed at the Hong Kong Institute of Education with funding from an internal research grant to Gavin Brown. The results were published in Brown, G. T. L. (2013). Student conceptions of assessment across cultural and contextual differences: University student perspectives of assessment from Brazil, China, Hong Kong, and New Zealand. In G. A. D. Liem & A. B. I. Bernardo (Eds.), <i>Advancing Cross-cultural Perspectives on Educational Psychology: A Festschrift for Dennis McInerney</i> (pp. 143-167). Charlotte, NC: Information Age Publishing.<p></p

A schematic diagram showing R₀ (5-cm row spacing), R₁ (15-cm row spacing), R₂ (25-cm row spacing) and R₃ (35-cm row spacing) planting patterns at a density of 3,600,000 plants ha^-1 over two years.

<p>A schematic diagram showing R₀ (5-cm row spacing), R₁ (15-cm row spacing), R₂ (25-cm row spacing) and R₃ (35-cm row spacing) planting patterns at a density of 3,600,000 plants ha^-1 over two years.</p

Effects of row spacing on canopy apparent photosynthesis (CAP) of two spike types of wheat under high plant density over a two-year period (2011 and 2012).

<p>R₀, R₁, R₂ and R₃ refer to 5-cm row spacing, 15-cm row spacing, 25-cm row spacing and 35-cm row spacing, respectively. The data are means ± standard error (n = 3). Vertical bars indicate the SE.</p

Relationships between LAI (<i>A</i>), CAP (<i>B</i>) at mid-grain filling stage and yield of two spike types of wheat under high plant density.

<p>Correlation coefficients (R) were calculated, and asterisks (**) represent the significance at the 0.01 probability level (n = 24).</p