Factorial Structure, Gender Invariance, and Predictive Validity of the Students’ Conceptions of Assessment-VI Inventory

Abstract

Abstract. Student conceptions about assessment may be positive or negative, exemplify various beliefs and expectations, and are hypothesized to relate to student outcomes, for example, grades. The current study investigates the factorial structure of the Students’ Conceptions of Assessment-VI inventory using data from Gymnasium students, that is, 7th- to 9th-graders, in Cyprus. Acceptable fit was found for a multidimensional hierarchical model with four second-order factors relating to assessment conceptions: improvement of teaching and learning, external motives, affective/social activity, and a negative, unfair, or valueless practice. Strong evidence of measurement invariance with respect to gender was found, with higher endorsement of some positive beliefs about assessment by females. The conception of assessment for improvement positively predicted language grades, while the other three assessment conceptions had negative regression coefficients. The adaptation of the inventory in Greek demonstrated good psychometric properties. Findings suggest that conceptions about assessment can be adaptive or maladaptive and relate to achievement outcomes.