[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-detail-601293-en":59,"doc-seo-601293-105":80},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":5,"data":60},{"doc_id":61,"user_id":62,"nickname":63,"user_avatar":64,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":66,"doc_content":67,"file_id":68,"file_url":69,"file_type":70,"file_size":71,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":72,"language":73,"language_code":74,"site_id":75,"html_lang":74,"table_of_contents":76,"faqs":77,"seo_title":78,"seo_description":66,"update_tm":79,"read_time":26},601293,3985747859855,"hdkawk","https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Student Conceptions of Assessment - Regulatory Responses to Our Practices","Universities assess students’ competence in essential disciplinary knowledge and skills, shaping learners’ attitudes, beliefs, and emotions. Negative assessment effects can be reduced when students regulate how they respond to assessment and feedback. This article systematically locates research citing three early works on student conceptions of assessment (SCoA), then conducts a narrative synthesis of 22 papers, identifying varied regulatory responses linked to formative, fair, and trustworthy assessment.","Student Conceptions of Assessment: Regulatory Responses to Our Practices  \nGavin T. L. Brown   \nThe University of Auckland  \nECNU Review of Education  \n2022, Vol. 5(1) 116–139  \nª The Author(s) 2021 Article reuse guidelines:  \n[sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)[DOI: 10.1177/20965311211007869](DOI: 10.1177/20965311211007869)[ ](DOI: 10.1177/20965311211007869)[journals.sagepub.com/home/roe](journals.sagepub.com/home/roe)  \nAbstract  \nPurpose: Universities assess and evaluate students concerning competence in essential disciplinary knowledge and skills. Those assessments impact learners’ attitudes, beliefs, and emotions. Negative impacts may be overcome if students regulate their responses to assessment and feedback. Design/Approach/Methods: This article systematically locates research studies that cite three key early papers around student conceptions of assessment (SCoA). A narrative synthesis is based on 22 papers.  \nFindings: In addition to the SCoA, 11 different research inventories reveal a variety of regulatory responses that are enhanced when assessments are deliberately formative, fair, and trustworthy. There is broad interest in this phenomenon but little consistency in methods, and even the SCoA has little consistency in factor structure across jurisdictions. Only one study provided an objective behavioral measure to validate self-reports, which are the dominant form of research. Originality/Value: This review gives readers insights into how assessment influences student thinking and how student cognition can regulate success.  \nKeywords  \nConceptions of assessment, higher education, learners, self-regulated learning  \nDate received: 21 September 2020; revised: 21 January 2021, 28 February 2021; accepted: 16 March 2021  \nCorresponding author:  \nGavin T. L. Brown, Learning, Development & Professional Practice, The Faculty of Education and Social Work, The University of Auckland, Private Bag 92019, Victoria Street West, Auckland 1142, New Zealand.  \nEmail: [gt.brown@auckland.ac.nz](gt.brown@auckland.ac.nz)  \nCreative Commons Non Commercial CC BY-NC: This article is distributed under the terms of the Creative  \nCommons Attribution-NonCommercial 4.0 License ([https://creativecommons.org/licenses/by-nc/4.0/](https://creativecommons.org/licenses/by-nc/4.0/)) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages ([https://us.sagepub.com/en-us/nam/open-access-at-sage](https://us.sagepub.com/en-us/nam/open-access-at-sage)).  \nIntroduction  \nA decade ago, it was remarked, in an early volume of studies on student conceptions and experiences of assessment, that student voice is “remarkably absent” in the literature on assessment (Brown, McInerney et al., 2009, p. 5). More recently, McMillan’s (2016) review of research into the student psychology of assessment identified three substantial lines of research on student experiences of assessment. These included (a) the student self-report inventory Student Conceptions of Assessment (SCoA; Brown, 2008), (b) the student self-report inventory of Perceptions of Assessment Tasks Inventory (PATI; Dorman & Knightley, 2006a, 2006b), and (c) student achievement emotions (Vogl & Pekrun, 2016). Much of the development work for both the PATIand SCoA was done with primary and secondary school students (Brown, Irving et al., 2009; Dorman & Knightley, 2006a, 2006b).  \nHence, there is a need to examine the psychology of assessment among higher education students, which may be different to compulsory schooling. Higher education may engender different conceptions or perceptions because (a) evaluation practices are largely summative (Panadero et al., 2019) and high stakes and (b) students are legally adults and able to exercise considerable autonomy around assessment to achieve their own life goals ","cbCaidRLxYQY9qMd","https://ap.wps.com/l/cbCaidRLxYQY9qMd","pdf",9337670,24,"English","en",105,"# Abstract\n# Introduction\n## Assessment in Higher Education","[{\"question\":\"What is the article’s main purpose regarding assessment?\",\"answer\":\"To examine how assessment affects students’ thinking and how students can regulate their responses to assessment and feedback, especially in higher education contexts.\"},{\"question\":\"How did the author conduct the review and synthesis?\",\"answer\":\"The article systematically locates studies that cite three key early papers on student conceptions of assessment (SCoA), then uses a narrative synthesis based on 22 papers.\"},{\"question\":\"What do the findings suggest about regulatory responses and assessment quality?\",\"answer\":\"Various inventories show regulatory responses that are strengthened when assessments are deliberately formative, fair, and trustworthy, although methods and SCoA factor structures show limited consistency across jurisdictions.\"}]","Student Conceptions of Assessment - Regulatory Responses to Our Practices | PDF",1792092344,{"code":4,"msg":81,"data":82},"ok",{"site_id":75,"language":74,"slug":83,"title":65,"keywords":84,"description":66,"schema_data":85,"social_meta":139,"head_meta":141,"extra_data":143,"updated_unix":144},"student-conceptions-of-assessment-regulatory-responses-to-our-practices","",{"@graph":86,"@context":138},[87,101,121],{"@type":88,"itemListElement":89},"BreadcrumbList",[90,94,96,99],{"item":91,"name":92,"@type":93,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":95,"name":9,"@type":93,"position":14},"https://docshare.wps.com/document/",{"item":97,"name":40,"@type":93,"position":98},"https://docshare.wps.com/document/research-report/",3,{"item":100,"name":65,"@type":93,"position":19},"https://docshare.wps.com/document/student-conceptions-of-assessment-regulatory-responses-to-our-practices/601293/",{"url":100,"name":65,"@type":102,"image":103,"author":108,"headline":65,"publisher":110,"fileFormat":113,"inLanguage":74,"description":66,"dateModified":114,"datePublished":115,"encodingFormat":113,"isAccessibleForFree":116,"interactionStatistic":117},"DigitalDocument",{"url":104,"@type":105,"width":106,"height":107},"https://docshare.wps.com/thumbnails/student-conceptions-of-assessment-regulatory-responses-to-our-practices/601293.png","ImageObject",300,407,{"name":63,"@type":109},"Person",{"url":91,"name":111,"@type":112},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":118,"interactionType":119,"userInteractionCount":29},"InteractionCounter",{"@type":120},"ViewAction",{"@type":122,"mainEntity":123},"FAQPage",[124,130,134],{"name":125,"@type":126,"acceptedAnswer":127},"What is the article’s main purpose regarding assessment?","Question",{"text":128,"@type":129},"To examine how assessment affects students’ thinking and how students can regulate their responses to assessment and feedback, especially in higher education contexts.","Answer",{"name":131,"@type":126,"acceptedAnswer":132},"How did the author conduct the review and synthesis?",{"text":133,"@type":129},"The article systematically locates studies that cite three key early papers on student conceptions of assessment (SCoA), then uses a narrative synthesis based on 22 papers.",{"name":135,"@type":126,"acceptedAnswer":136},"What do the findings suggest about regulatory responses and assessment quality?",{"text":137,"@type":129},"Various inventories show regulatory responses that are strengthened when assessments are deliberately formative, fair, and trustworthy, although methods and SCoA factor structures show limited consistency across jurisdictions.","https://schema.org",{"og:url":100,"og:type":140,"og:title":65,"og:site_name":111,"og:description":66},"article",{"robots":142,"canonical":100},"index,follow",{"doc_id":61,"site_id":75},1792209185]