Papers
Assessment and evaluation
In press book chapter.
Chapter bringing together views that John Hattie and I have on recommended directions in assessment in face of assessment for learning emphases.
Recommended citation:
Hattie, J. A., & Brown, G. T. L. (in press, 2010). Assessment and evaluation. In C. Rubie-Davies (Ed.) Educational psychology: Concepts, research and challenges. Abingdon, UK: Routledge.
Unintended consequences of using tests to improve learning: How improvement-oriented resources engender heightened conceptions of assessment as school accountability
Paper arising from the Measuring Teachers' Assessment Practices Project that I initiated in 2008 at the University of Auckland.
full citation:
Brown, G. T. L., & Harris, L. R. (2009). Unintended consequences of using tests to improve learning: How improvement-oriented resources engender heightened conceptions of assessment as school accountability. Journal of Multi-Disciplinary Evaluation, 6(12), 68-91.
Use of interactive-informal assessment practices: New Zealand secondary students’ conceptions of assessment
Paper first presented at EARLI Conference 2007 Budapest and part of the Student Conceptions of Assessment research program I initiated at the University of Auckland in 2003.
full citation:
Brown, G. T. L., Irving, S. E., Peterson, E. R., & Hirschfeld, G. H. F. (2009). Use of interactive-informal assessment practices: New Zealand secondary students’ conceptions of assessment. Learning & Instruction, 19(2), 97-111.
Students’ conceptions of assessment: Factorial and structural invariance of the SCoA across sex, age, and ethnicity
Paper first presented at ITC Conference 2006 Brussels and part of the Student Conceptions of Assessment research program I initiated at the University of Auckland in 2003. This was part of Gerrit Hirschfeld's internship with me in 2005.
Full citation:
Hirschfeld, G. H. F., & Brown, G. T. L. (2009). Students’ conceptions of assessment: Factorial and structural invariance of the SCoA across sex, age, and ethnicity. European Journal of Psychological Assessment, 25(1), 30-38.
Students’ conceptions of assessment: Links to outcomes
Paper part of the Student Conceptions of Assessment research program I initiated at the University of Auckland in 2003. This was part of Gerrit Hirschfeld's internship with me in 2005.
full citation:
Brown, G. T. L., & Hirschfeld, G. H. F. (2008). Students’ conceptions of assessment: Links to outcomes. Assessment in Education: Principles, Policy and Practice, 15(1), 3-17.
Students’ conceptions of assessment and mathematics achievement: Evidence for the power of self-regulation
Paper part of the Student Conceptions of Assessment research program I initiated at the University of Auckland in 2003. This was part of Gerrit Hirschfeld's internship with me in 2005.
full citation:
Brown, G. T. L. & Hirschfeld, G. H. F. (2007). Students’ conceptions of assessment and mathematics achievement: Evidence for the power of self-regulation. Australian Journal of Educational and Developmental Psychology, 7, 63-74.
Assessment policy & practice effects on New Zealand and Queensland teachers’ conceptions of teaching
Paper arising from my collaboration with the Assessment & New Basics Branch of Education Queensland. This is 2nd paper in project.
Full citation:
Brown, G. T. L., Lake, R., Matters, G. (2009). Assessment policy & practice effects on New Zealand and Queensland teachers’ conceptions of teaching. Journal of Education for Teaching, 35(1), 61-75.
New Zealand and Queensland teachers’ conceptions of learning: Transforming more than reproducing
Paper arising from my collaboration with the Assessment & New Basics Branch of Education Queensland. This is the 1st published paper in project.
full citation:
Brown, G. T. L., Lake, R., Matters, G. (2008). New Zealand and Queensland teachers’ conceptions of learning: Transforming more than reproducing. Australian Journal of Educational & Developmental Psychology, 8, 1-14.
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Teachers’ conceptions of assessment: Validation of an abridged instrument
This is a re-analysis of my 2003 doctoral dissertation comparing NZ and Queensland teacher beliefs about assessment.
full citation:
Brown, G. T. L. (2006). Teachers’ conceptions of assessment: Validation of an abridged instrument. Psychological Reports, 99, 166-170.
Teachers’ conceptions of assessment: Implications for policy and professional development
This paper reports the main findings of my 2003 doctoral dissertation. It led to my Queensland and Hong Kong collaborations and to the Student Conceptions of Assessment project.
full citation:
Brown, G. T. L. (2004). Teachers’ conceptions of assessment: Implications for policy and professional development. Assessment in Education: Policy, Principles and Practice, 11(3), 301-318.
An introduction to multi-battery factor analysis: Overcoming method artefacts
Paper arising from a reanalysis of my doctoral dissertation data using a technique that was reported in a 2006 chapter and my 2008 book.
full citation:
Brown, Gavin T L (2007). An introduction to multi-battery factor analysis: Overcoming method artefacts. Practical Assessment Research & Evaluation, 12(7). Available online: http://tinyurl.com/2bt7fl
Tongan students’ attitudes towards their subjects in New Zealand relative to their academic achievement
Paper arising from 1st study done by my doctoral student Mo'ale Otunuku at the University of Auckland.
full citation:
‘Otunuku, M., & Brown, G. T. L. (2007). Tongan students’ attitudes towards their subjects in New Zealand relative to their academic achievement. Asia Pacific Education Review, 8(1), 117-128.
Conceptions of curriculum: A framework for understanding New Zealand’s Curriculum Framework and teachers’ opinions
This was a reanalysis of data first reported in my 2003 doctoral dissertation.
full citation:
Brown, G. T. L. (2006). Conceptions of curriculum: A framework for understanding New Zealand’s Curriculum Framework and teachers’ opinions. Curriculum Matters, 2, 164-181.
Technology for school-based assessment and assessment for learning: Development principles from New Zealand
This paper was first presented at an APEC colloquium in Kuala Lumpur and distills the thinking behind the asTTle project and our recommendations as to how similar products could be developed elsewhere.
full citation:
Hattie, J. A. C., & Brown, G. T. L. (2008). Technology for school-based assessment and assessment for learning: Development principles from New Zealand. Journal of Educational Technology Systems, 36(2), 189-201.
Formative evaluation of an educational assessment technology innovation: Developers’ insights into Assessment Tools for Teaching and Learning (asTTle)
This paper summarises the 5 years of development and evaluations that I managed under John Hattie. I wrote the first draft of the paper based on the many technical reports the project generated.
full citation:
Hattie, J. A., Brown, G. T. L., Ward, L., Irving, S. E., & Keegan, P. J. (2006). Formative evaluation of an educational assessment technology innovation: Developers’ insights into Assessment Tools for Teaching and Learning (asTTle). Journal of Multi-Disciplinary Evaluation, 5(3), 1-54. Available online: http://tinyurl.com/28yxuc
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