Chinese Teachers' Assessment Beliefs Survey with Four Inventories

Survey data from 1,041 Chinese teachers concerning their beliefs about the nature and purpose of assessment. The data compares responses across four different assessment conception inventories: C-TCoA (2011), C-ACAI (2022), STACQ (2017), and TFALS (2022). The dataset was published by author Brown, G.T.L. in May 2026.

Use Cases

• Comparing construct validity across different assessment belief inventories based on the four named scales.
• Analyzing the prevalence of specific assessment conceptions like 'improvement' and 'accountability' among Chinese teachers.
• Investigating the 'jingle-jangle' effect in educational psychology measurement based on the multi-inventory survey design.

Strengths

• Includes responses from 1,041 teachers, providing a substantial sample size.
• Compares four distinct, named assessment inventories (C-TCoA, C-ACAI, STACQ, TFALS) in a single study.
• Data files are provided in both Chinese and English, aiding accessibility.

Limitations

• Column-level documentation is absent; field semantics must be inferred after download.
• Row count for individual inventories is unknown, which may limit suitability assessment.
• The 874.1 KB file size indicates a tiny dataset with limited scope.

Provenance

Source

figshare

Collection Method

Survey using a chained design with four inventories.

Freshness

Last updated 2026-05-12 03:52:16; freshness should be verified.

Geography

China