Exploring teachers’ conceptions of assessment: A quantitative study in a secondary school setting


  • Shahazwan Mat Yusoff Department of Curriculum and Instructional Technology, University of Malaya, Kuala Lumpur 50603, Malaysia
  • Rafiza Abdul Razak Department of Curriculum and Instructional Technology, University of Malaya, Kuala Lumpur 50603, Malaysia
  • Hai Leng Chin Department of Curriculum and Instructional Technology, University of Malaya, Kuala Lumpur 50603, Malaysia
  • Anwar Farhan Marzaini Faculty of Education, Universiti Teknologi Mara, 25/116, Jalan Pesona Shah Alam Selangor, 42300 Klang, Selangor, Malaysia




Conceptions of assessment, improvement, irrelevant, school accountability, teacher perceptions


This study aims to unveil the conceptions of assessment held by secondary school teachers, which have a significant impact on their classroom assessment practices and students' study habits. The four variables that underpin the conceptions of assessment in this study are improvement, school accountability, student accountability, and irrelevance. The research was conducted in a single district of Selangor, with the participation of 80 secondary school teachers. Descriptive findings reveal that the conception of improvement garnered the highest level of agreement among participants, while school accountability received the lowest level of agreement. Furthermore, a MANOVA analysis was employed to investigate the potential influence of gender and years of teaching experience on participants' perceptions. The analysis demonstrates that neither gender nor years of teaching experience significantly affect participants' conceptions of assessment. This study's outcomes are expected to provide valuable insights to all education stakeholders, particularly those concerned with secondary school assessment practices, regarding teachers' conceptions of assessment.


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How to Cite

Mat Yusoff, S., Abdul Razak, R., Chin, H. L., & Marzaini, A. F. (2023). Exploring teachers’ conceptions of assessment: A quantitative study in a secondary school setting. Journal of Research, Policy & Practice of Teachers and Teacher Education, 13(2), 59–72. https://doi.org/10.37134/jrpptte.vol13.2.4.2023