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This study examines Fijian teachers’ conceptions of assessment by engaging seventy teachers enrolled in an assessment course at a university in Fiji. Participants produced written reflections on assessment using four open-ended prompts. Qualitative analysis of responses shows that Fijian pre-service teachers generally emphasize an assessment-of-learning view, while most in-service teachers conceptualize assessment as formative.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/fijian-teachers-conceptions-of-assessment/593669/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/fijian-teachers-conceptions-of-assessment/593669.png","ImageObject",300,407,{"name":92,"@type":93},"Jasmine","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What was the study’s main purpose?","Question",{"text":112,"@type":113},"The study aimed to explore Fijian teachers’ conceptions of assessment using written reflections to understand their initial views on the process and purpose of assessment.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were data and participants collected?",{"text":117,"@type":113},"Seventy teachers enrolled in an assessment course at a university in Fiji completed an assessment-related reflection task containing four open-ended items. 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C., & Lingam, G. I. (2015). Fijian Teachers' Conceptions of Assessment. Australian Journal of Teacher Education, 40 (8).  \n[http://dx.doi.org/10.14221/ajte.2015v40n8.3](http://dx.doi.org/10.14221/ajte.2015v40n8.3)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol40/iss8/3](http://ro.ecu.edu.au/ajte/vol40/iss8/3)  \nAustralian Journal of Teacher Education  \nFijian Teachers’ Conceptions of Assessment  \nHem Chand Dayal  \nGovinda Ishwar Lingam  \nThe University of the South Pacific  \nFiji Islands  \nAbstract: Teacher’s conceptions are important as they could have a  \nstrong influence on their professional practices. This study set out to  \nexplore Fijian teacher’s conceptions of assessment. Seventy teachers  \nenrolled in an assessment course at a university in Fiji were involved in this study. Data was collected by asking teachers to write a reflection on  \nassessment. The reflective exercise contained four open-ended items.  \nData was analyzed qualitatively. The results indicate that Fijian pre  \nservice teachers generally held an assessment of learning view, while  \nmajority of in-service teachers see assessment as formative.  \nIntroduction  \nThompson (1992) defined conceptions as a more “general mental structure, encompassing beliefs, meanings, concepts, propositions, rules, mental images, preferences, and the like.”(p. 130) . In other words, Thompson’s definition includes beliefs as a subset of conceptions. Philipp (2007) explains that beliefs can be seen as “lenses that affect one’s view of some aspect of the world”(p. 259) . Brown (2003) uses the term conceptions to offer a similar understanding. He defines conceptions as an “organizing framework by which an individual understands, responds to, and interacts with a phenomenon”(p. 3) . Brown’s understanding of the term conceptions seems similar to Philipp’s understanding of the term beliefs, although Philipp (2007) argues that the two terms have not been used in a uniform way in the education literature. This study adopts Brown’s understanding of the term conceptions and sees beliefs and conceptions in a rather harmonious and non-conflicting manner. Such an understanding is in line with the suggestions offered by Barnes, Fives & Dacey, who claim that although the term beliefs has been widely used in previous studies involving epistemology and beliefs about teaching content such as science (for example, Chen, Morris & Mansour, 2015) or mathematics (for example, Philipp, 2007; Raymond, 1997), researchers of teachers assessment beliefs use varied subsuming terminology such as ‘conceptions’ and ‘values’ to describe variables of interest”(Barnes et al., 2015, p. 285) .  \nTeachers’ conceptions about curriculum, teaching and learning have received a lot of attention in educationists’ writing in the last two decades (Thompson, 1992; Burton, 1992; Ernest, 2004; Beswick, 2006; Speer, 2005; Boz, 2008) . In the opening years of the new century the study of teachers’ conceptions about curriculum and teaching has made attempts to accommodate a third dimension – teachers’ conceptions of assessment (Brown, 2003; Vandeyer  \nVol 40, 8, August 2015 43  \nAustralian Journal of Teacher Education  \n& Killen, 2007; Barnes, Fives & Dacey, 2015). With newer insights into teaching and learning, teachers are often challenged to change their classroom practice. Changes in instruction require changes in assessment practices as well (Scott, 2015). In such a changing landscape, it is important that teachers’ understandings of assessment be taken into consideration. According to Brown (2003), the structure of teachers’ conce","cbCaibl3N8WGEEpK","https://ap.wps.com/l/cbCaibl3N8WGEEpK","pdf",144178,17,"English","# Abstract\n# Introduction\n## Definition of conceptions and beliefs\n## Background on teachers’ conceptions of assessment\n# Purpose of the study\n# Theoretical Framework","[{\"question\":\"What was the study’s main purpose?\",\"answer\":\"The study aimed to explore Fijian teachers’ conceptions of assessment using written reflections to understand their initial views on the process and purpose of assessment.\"},{\"question\":\"How were data and participants collected?\",\"answer\":\"Seventy teachers enrolled in an assessment course at a university in Fiji completed an assessment-related reflection task containing four open-ended items. Data were analyzed qualitatively.\"},{\"question\":\"What differences did the results show between pre-service and in-service teachers?\",\"answer\":\"The results indicate that Fijian pre-service teachers generally held an assessment of learning view, while the majority of in-service teachers saw assessment as formative.\"}]","Fijian Teachers' Conceptions of Assessment | PDF",1792077684,43]