Hostname: page-component-78c5997874-j824f Total loading time: 0 Render date: 2024-11-13T07:23:21.429Z Has data issue: false hasContentIssue false
  • English
  • Français

The Relationship Between Communication Climate and Elementary Teachers' Beliefs About Alternative Assessment

Published online by Cambridge University Press:  23 February 2012

Seungcheol Austin Lee ,
Hee Sun Park  and
Jinyoung Choi
Seungcheol Austin Lee
Affiliation:
Michigan State University, USA.
Hee Sun Park
Affiliation:
Michigan State University, USA.
Jinyoung Choi*
Affiliation:
Ewha Womans University, Seoul, Korea. cjy@ewha.ac.kr
*
*Address for correspondence: Dr Jinyoung Choi, Department of Elementary Education, Ewha Womans University, Seoul, Korea.

Abstract

Core share and HTML view are not available for this content. However, as you have access to this content, a full PDF is available via the ‘Save PDF’ action button.

Alternative assessment in education is becoming widely implemented around the Pacific region. This study conducted a multilevel analysis of communication climate and beliefs about the effectiveness of alternative assessment. Participants were 662 teachers from 75 elementary schools in Korea. The findings showed that teachers' beliefs about the effectiveness of alternative assessment were positively influenced by their perception of communication climate at their schools and their perception of support from principals, peer teachers, students and parents. The effect of teachers' endorsement of textbook-based learning was moderated by school-level communication climate. The findings indicated that an open communication climate at schools is a key for the successful implementation of alternative assessment.

Keywords

communication climatealternative assessmentelementary school teachers
Type
Articles
Information
Journal of Pacific Rim Psychology , Volume 5 , Issue 1 , 01 August 2011 , pp. 11 - 18
Copyright
Copyright © Cambridge University Press 2011