{"status":"public","publication_identifier":{"issn":["0959-4752"]},"author":[{"first_name":"Gavin T.L.","last_name":"Brown","full_name":"Brown, Gavin T.L."},{"first_name":"S. Earl","last_name":"Irving","full_name":"Irving, S. Earl"},{"full_name":"Peterson, Elizabeth R.","first_name":"Elizabeth R.","last_name":"Peterson"},{"orcid":"0000-0003-2143-4564","id":"234690","full_name":"Hirschfeld, Gerrit","first_name":"Gerrit","orcid_put_code_url":"https://api.orcid.org/v2.0/0000-0003-2143-4564/work/179418801","last_name":"Hirschfeld"}],"type":"journal_article","date_updated":"2025-03-05T11:10:26Z","year":"2009","main_file_link":[{"url":"https://www.sciencedirect.com/science/article/pii/S0959475208000339"}],"publication":"Learning and Instruction","publisher":"Elsevier","page":"97-111","volume":19,"keyword":["Conceptions of assessment","Assessment practices","Secondary education","Interactive assessment"],"issue":"2","citation":{"chicago":"Brown, Gavin T.L., S. Earl Irving, Elizabeth R. Peterson, and Gerrit Hirschfeld. “Use of Interactive - Informal Assessment Practices: New Zealand Secondary Students’ Conceptions of Assessment.” <i>Learning and Instruction</i> 19, no. 2 (2009): 97–111. <a href=\"https://doi.org/10.1016/j.learninstruc.2008.02.003\">https://doi.org/10.1016/j.learninstruc.2008.02.003</a>.","short":"G.T.L. Brown, S.E. Irving, E.R. Peterson, G. Hirschfeld, Learning and Instruction 19 (2009) 97–111.","bibtex":"@article{Brown_Irving_Peterson_Hirschfeld_2009, title={Use of interactive - informal assessment practices: New Zealand secondary students’ conceptions of assessment}, volume={19}, DOI={<a href=\"https://doi.org/10.1016/j.learninstruc.2008.02.003\">10.1016/j.learninstruc.2008.02.003</a>}, number={2}, journal={Learning and Instruction}, publisher={Elsevier}, author={Brown, Gavin T.L. and Irving, S. Earl and Peterson, Elizabeth R. and Hirschfeld, Gerrit}, year={2009}, pages={97–111} }","ama":"Brown GTL, Irving SE, Peterson ER, Hirschfeld G. Use of interactive - informal assessment practices: New Zealand secondary students’ conceptions of assessment. <i>Learning and Instruction</i>. 2009;19(2):97-111. doi:<a href=\"https://doi.org/10.1016/j.learninstruc.2008.02.003\">10.1016/j.learninstruc.2008.02.003</a>","apa":"Brown, G. T. L., Irving, S. E., Peterson, E. R., &#38; Hirschfeld, G. (2009). Use of interactive - informal assessment practices: New Zealand secondary students’ conceptions of assessment. <i>Learning and Instruction</i>, <i>19</i>(2), 97–111. <a href=\"https://doi.org/10.1016/j.learninstruc.2008.02.003\">https://doi.org/10.1016/j.learninstruc.2008.02.003</a>","alphadin":"<span style=\"font-variant:small-caps;\">Brown, Gavin T.L.</span> ; <span style=\"font-variant:small-caps;\">Irving, S. Earl</span> ; <span style=\"font-variant:small-caps;\">Peterson, Elizabeth R.</span> ; <span style=\"font-variant:small-caps;\">Hirschfeld, Gerrit</span>: Use of interactive - informal assessment practices: New Zealand secondary students’ conceptions of assessment. In: <i>Learning and Instruction</i> Bd. 19, Elsevier (2009), Nr. 2, S. 97–111","ieee":"G. T. L. Brown, S. E. Irving, E. R. Peterson, and G. Hirschfeld, “Use of interactive - informal assessment practices: New Zealand secondary students’ conceptions of assessment,” <i>Learning and Instruction</i>, vol. 19, no. 2, pp. 97–111, 2009.","mla":"Brown, Gavin T. L., et al. “Use of Interactive - Informal Assessment Practices: New Zealand Secondary Students’ Conceptions of Assessment.” <i>Learning and Instruction</i>, vol. 19, no. 2, Elsevier, 2009, pp. 97–111, doi:<a href=\"https://doi.org/10.1016/j.learninstruc.2008.02.003\">10.1016/j.learninstruc.2008.02.003</a>."},"language":[{"iso":"eng"}],"_id":"478","abstract":[{"lang":"eng","text":"This study aimed to investigate how students' conceptions of assessment relate to one another, how students define assessment, and how student conceptions of assessment relate to their definitions of assessment. A nationally representative sample of New Zealand secondary students (N 1⁄4 705) responded to a 45-item Conceptions of Assessment inventory and a list of 12 assessment practices. Well-fitting measurement models were found. The more students agreed that assessment was to help them improve the more they associated assessment with teacher-controlled practices. Further, the more students perceived assessment as irrele- vant the more they defined it as interactiveeinformal practices. Thus, more student-oriented practices were conceived as creating a positive social environment that was irrelevant to learning."}],"title":"Use of interactive - informal assessment practices: New Zealand secondary students' conceptions of assessment","date_created":"2019-05-28T12:24:27Z","intvolume":"        19","doi":"10.1016/j.learninstruc.2008.02.003","user_id":"33980"}