Assessment conceptions: Are they mutually exclusive?
Assessment plays a key role in education as it can unveil both the recognition of attainment and the areas of improvement in learning. Different assessment practices are carried out in schools for various purposes. Teachers as assessors have different conceptions of assessment which have an impact on their assessment practices. But are these assessment conceptions mutually exclusive? In this session, I will draw on theory, research evidence and classroom experience to review the different models of assessment conceptions and discuss teachers’ conceptions of assessment and its implications for schools.
A science teacher with over 10 years of teaching experience. Having taught science and maths in London, she is now working as a Lead practitioner for science in Essex. Her academic interest is in assessment; an area she explored during her doctoral studies.