CONCEPTIONS OF ASSESSMENT: UNDERSTANDING WHAT ASSESSMENT MEANS TO TEACHERS AND STUDENTS -- CONCEPTIONS OF ASSESSMENT: UNDERSTANDING WHAT ASSESSMENT MEANS TO TEACHERS AND STUDENTS -- CONTENTS -- PREFACE -- INTRODUCTION TO CONCEPTIONS -- TERMINOLOGY -- CHARACTERISTICS OF CONCEPTIONS -- Systematic or Atomistic? -- Common Characteristics -- Learning and Change -- CONCEPTIONS OF ASSESSMENT -- TEACHERS' CONCEPTIONS OF ASSESSMENT -- Improvement -- School Accountability -- Student Accountability -- Irrelevance -- Empirical Research -- STUDENTS' CONCEPTIONS OF ASSESSMENT -- Assessment Improves Achievement and Learning -- Assessment Makes Students Accountable -- Assessment is Irrelevant -- Assessment is Enjoyable -- RELATED CONCEPTIONS IN EDUCATION -- CONCEPTIONS OF TEACHING -- CONCEPTIONS OF LEARNING -- CONCEPTIONS OF CURRICULUM -- TEACHERS' CONCEPTIONS OF EFFICACY -- INTEGRATION OF CONCEPTIONS -- CONTEXTS OF RESEARCH: EDUCATION IN NEW ZEALAND AND QUEENSLAND -- NEW ZEALAND CONTEXT -- School Administration -- Curriculum -- Teaching and Learning -- Assessment -- Summary -- QUEENSLAND CONTEXT -- Curriculum -- Teaching and Learning -- Assessment -- New Basics -- SUMMARY -- RESEARCH METHODS FOR INVESTIGATING CONCEPTIONS -- SURVEY METHODS -- Response Scale -- Response Format -- Sampling -- DATA ANALYSIS -- Missing Data -- Factor Analysis -- Exploratory Factor Analysis of Factor Scores from Multiple Inventories -- Confirmatory Factor Analysis -- Multivariate Statistics -- Practical Significance-Effect Size -- Multi-Dimensional Scaling -- Cluster Analysis -- INSTRUMENT DEVELOPMENT -- Teachers' Conceptions of Assessment -- Teachers' Conceptions of Teaching -- Teachers' Conceptions of Learning -- Teachers' Conceptions of Curriculum -- Teachers' Conceptions of Teacher Efficacy -- Students' Conceptions of Assessment.

Academic Performance: Assessment Tools for Teaching and Learning -- TEACHERS' CONCEPTIONS OF ASSESSMENT -- NEW ZEALAND -- Participants -- Results -- Inter-Factor Correlations -- Strength of Agreement with Conceptions of Assessment -- Distribution of Teachers by Agreement Levels -- The Effect of Teacher and School Characteristics on Strength of Agreement -- QUEENSLAND -- Participants -- Results -- Understanding Queensland Teachers' Conceptions of Assessment -- Strength of Conceptions -- DISCUSSION -- STUDENTS' CONCEPTIONS OF ASSESSMENT WITH GERRIT H. F. HIRSCHFELD, UNIVERSITY OF MÜNSTER, GERMANY -- STUDENTS' CONCEPTIONS OF ASSESSMENT INSTRUMENTS -- Study One -- Study Two -- RESULTS -- Study One -- Study Two -- DISCUSSION -- INTEGRATION OF TEACHERS' CONCEPTIONS OF ASSESSMENT, TEACHING, LEARNING, CURRICULUM, AND EFFICACY -- CONFIRMING TEACHERS' CONCEPTIONS OF TEACHING, LEARNING, CURRICULUM, AND TEACHER-EFFICACY -- Teaching Perspectives -- Conceptions of Learning -- Conceptions of Curriculum -- Conceptions of Teacher Efficacy -- Summary -- INTEGRATING VARIOUS TEACHERS' CONCEPTIONS -- Patterns in Conceptions-How Scale Scores Related to Each Other -- Patterns in People-How Teachers Related to Each Other -- CONCLUSION -- IMPLICATIONS AND FUTURE DIRECTIONS -- IMPLICATIONS -- Assessment Policy and Practice -- Teacher Education and Professional Development -- FUTURE STUDIES -- Students' Conceptions of Assessment -- Teachers' Conceptions of Assessment -- CONCLUSION -- ACKNOWLEDGEMENTS -- REFERENCES -- INDEX.