Chinese school teachers’ conceptions of high-stakes and low-stakes assessments: an invariance analysis

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Educational Studies 46 (4):458-475 (2019)
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Abstract

The study investigated teachers’ conceptions of high-stakes and low-stakes assessments with a sample of 1,013 school teachers from China. In general, the assessment model indicated that school teac...

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2020

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10.1080/03055698.2019.1599823

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