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

Educational Studies:1-18 (forthcoming)

Abstract
ABSTRACTThe 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 sch...
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DOI 10.1080/03055698.2019.1599823
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