PERTANIKA PROCEEDINGS

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• Akmal, N., Nasir, M., Singh, P., Narayanan, G., Hani, A., Habali, M., & Rasid, S. (2022). Development of mathematical thinking test: Content validity process. ESTEEM Journal of Social Sciences and Humanities, 6(2), 18-29.

• Azis, A. (2015). Conceptions and practices of assessment: A case of teachers representing improvement conception. TEFLIN Journal, 26(2), 129-154. http://doi.org/10.15639/teflinjournal.v26i2/129-154

• Barnes, N., Fives, H., & Dacey, C. M. (2015). Teachers’ beliefs about assessment. In H. Fives & M. G. Gill (Eds.), International handbook of research on teachers’ beliefs (pp. 284-300). Routledge. https://www.researchgate.net/publication/283326946_Teachers’_beliefs_about_assessment

• Black, P., & Wiliam, D. (2018). Classroom assessment and pedagogy. Assessment in Education: Principles, Policy & Practice, 25(6), 551-575. https://doi.org/10.1080/0969594X.2018.1441807

• Brown, G. T. L. (2003). Teachers’ conceptions of assessment (Doctoral dissertation, University of Auckland). DuraSpace. https://researchspace.auckland.ac.nz/handle/2292/63

• Brown, G. T. L. (2004). Teachers’ conceptions of assessment: Implications for policy and professional development. Assessment in Education: Principles, Policy & Practice, 11(3), 301-318. https://doi.org/10.1080/0969594042000304609

• Brown, G. T. L. (2006). Teachers’ conceptions of assessment: Validation of an abridged version. Psychological Reports, 99(1), 166-170.

• Brown, G. T. L. (2011). New Zealand prospective teacher conceptions of assessment and academic performance: Neither student nor practicing teacher. In R. Kahn, J. C. McDermott & A. Akimjak (Eds.), Democratic access to education (pp.119-132). Antioch University. file:///C:/Users/OPTIPLEX%205250%20AIO/Downloads/2011BrownprospectiveteachersTCoAandperformance.pdf

• Brown, G. T. L., & Hirschfeld, G. (2008). Students’ conceptions of assessment: Links to outcomes. Assessment in Education: Principles, Policy & Practice, 15(1), 3-17. https://doi.org/10.1080/09695940701876003

• Brown, G. T. L., & Harris, L. R. (2009). Unintended consequences of using tests to improve learning: How improvement-oriented resources heighten conceptions of assessment as school accountability. Journal of Multidisciplinary Evaluation, 6(12), 68-91. https://doi.org/10.56645/jmde.v6i12.236

• Brown, G. T. L., Gebril, A., & Michaelides, M. P. (2019) Teachers’ conceptions of assessment: A global phenomenon or global localism. Frontiers in Education, 4, Article 16. https://doi.org/10.3389/feduc.2019.00016

• Calveric, S. B. (2010). Elementary teachers’ assessment beliefs and practices [Doctoral Dissertation, Virginia Commonwealth University]. VCU Scholars Compass. https://doi.org/10.25772/0XTP-8W56

• Chalavi, L. H., Alamdari, S., & Asadi, K. (2015). Improving indices in evaluation of medical research centers in Iran. International Journal of Advanced Research in Biological Sciences, 2(2), 41-52.

• Chong, J., Mokshein, S. E., & Mustapha, R. (2021). A content validity study for vocational teachers’ assessment literacy instrument (VoTAL). International Journal of Academic Research in Business and Social Sciences, 11(4), 868-883. https://doi.org/10.6007/IJARBSS/v11-i4/9547

• Elshawa, N. R. M., Abdullah, N. A., & Md, Rashid. S. (2017). Malaysian instructors’ assessment beliefs in tertiary ESL classrooms. International Journal of Education and Literacy Studies, 5(2), 29.

• Fletcher, R. B., Meyer, L. H., Anderson, H., Johnston, P., & Rees, M. (2012). Faculty and students’ conceptions of assessment in higher education. Higher Education, 64(1), 119–133. https://doi.org/10.1007/s10734-011-9484-1

• Galicia Alarcón, L. A., Balderrama Trápaga, J. A., & Edel Navarro, R. (2017). Content validity by experts’ judgment: Proposal for a virtual tool. Apertura, 9(2), 42–53. https://doi.org/10.32870/Ap.v9n2.993

• Ha, X. V., Murray, J. C., & Riazi, A. M. (2021). High school EFL students’ beliefs about oral corrective feedback: The role of gender, motivation and extraversion. Studies in Second Language Learning and Teaching, 11(2), 235- 264. https://doi.org/10.14746/ssllt.2021.11.2.4

• Ha, X. V., Tran, N. G., & Tran, N. H. (2021). Teachers’ beliefs and practices regarding assessment in English as a foreign language classroom in Vietnam. The Qualitative Report, 26(11), 3457-3475. https://doi.org/10.46743/2160-3715/2021.5063

• Harris, L. R., & Brown, G. T. L. (2009). The complexity of teachers’ conceptions of assessment: Tensions between the needs of schools and students. Assessment in Education: Principles, Policy & Practice, 16(3), 365–381. https://doi.org/10.1080/09695940903319745

• Koran, J. (2020). Indicators per factor in Confirmatory Factor Analysis: More is not always better. Structural Equation Modeling: A Multidisciplinary Journal, 27(5), 765–772. https://doi.org/10.1080/10705511.2019.1706527

• Kenny, D. A. (1979). Correlation and causality. Wiley. https://www.abebooks.com/9780471024392/Correlation-Causality-Kenny-David-A-0471024392/plp

• Kenny, D. A., Kashy, D. A., & Bolger, N. (1998). Data analysis in social psychology. In D. Gilbert, S., Fiske & G. Lindzey (Eds.), The handbook of social Psychology (pp. 233-265). McGraw-Hill. https://www.columbia.edu/~nb2229/docs/KennyKashyBolger1998-Data_analysis.pdf

• Lawshe, C. H. (1975). A Quantitative approach to content validity. PersonnelPsychology, 28(4), 563–575. https://doi.org/10.1111/j.1744-6570.1975.tb01393.x

• Marsh, H. W., Hau, K.-T., Balla, J. R., & Grayson, D. (1998). Is more ever too much? The number of indicators per factor in Confirmatory Factor Analysis. Multivariate Behavioral Research, 33(2), 181–220. https://doi.org/10.1207/s15327906mbr3302_1

• Mazin, K. A., Norman, H., Nordin, N., & Ibrahim, R. (2020). Student self-recording videos for TVET competency in MOOCs. Journal of Physics: Conference Series, 1529(4). https://doi.org/10.1088/1742-6596/1529/4/042061

• Mohd, R. M., Sardareh, S. A., & Ambarwati, E. K. (2013). Iranian secondary school EFL teachers’ assessment beliefs and roles. Life Science Journal, 10(3), 1638-1647.

• Moiinvaziri, M. (2015). Teachers’ conception of assessment: A structural equation modeling approach. https://api.semanticscholar.org/CorpusID:113404239

• Muñoz, A. P., Palacio, M., & Escobar, L. (2012). Teachers’ beliefs about assessment in an EFL context in Colombia. Profile, 14(1), 143-158.

• Narathakoon, A., Sapsirin, S., & Subphadoongchone, P. (2020). Beliefs and classroom assessment practices of English teachers in primary schools in Thailand. International Journal of Instruction, 13(3), 137-156. https://doi.org/10.29333/iji.2020.13310a

• Opre, D. (2015). Teachers’ conceptions of assessment. Procedia - Social and Behavioral Sciences, 209, 229–233. https://doi.org/10.1016/j.sbspro.2015.11.222

• Osman, S., Bordoh, A., & Eshun, I. (2021). Basic school teachers‟ conceptions of assessment in the Sissala East Municipality. International Journal of Research and Innovation in Social Science, 5(3), 311–324. https://doi.org/10.47772/IJRISS.2021.5320

• Paris, D., Eaton, J., & Geary Schneider, C. (2012). Committing to quality guidelines for assesment and accountability in higher education. https://www.learningoutcomesassessment.org/wp-content/uploads/2019/08/Committing-to-Quality.pdf

• Raji, M. O., Daramola, D. S., & Oladele, J. I. (2020). Teachers’ conceptions and choices of assessment tasks in a Nigerian postgraduate teacher training. Asian Journal of Assessment in Teaching and Learning, 10(2), 82–93. https://doi.org/10.37134/ajatel.vol10.2.9.2020

• Remesal, A. (2011). Primary and secondary teachers’ conceptions of assessment: A qualitative study. Teaching and Teacher Education, 27(2), 472–482. https://doi.org/10.1016/j.tate.2010.09.017

• Rubio, D. M., Berg-Weger, M., Tebb, S. S., Lee, E. S., & Rauch, S. (2003). Objectifying content validity: Conducting a content validity study in social work research. Social Work Research, 27(2), 94–104. https://doi.org/10.1093/swr/27.2.94

• Rural, J. D. (2021). Teachers’ conceptions of assessment using Brown’s Four-Factor Model and DepEd assessment policy: Implications for policy review. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 12(3), 5320–5326. https://doi.org/10.17762/turcomat.v12i3.2170

• Shepard, L. A., Penuel, W. R., & Pellegrino, J. W. (2018). Using learning and motivation theories to coherently link formative assessment, grading practices, and large‐scale assessment. Educational Measurement: Issues and Practice, 37(1), 21–34. https://doi.org/10.1111/emip.12189

• Sulaiman, T., Kotamjani, S. S., Rahim, S. S. A., & Hakim, M. N. (2020). Malaysian public university lecturers’ perceptions and practices of formative and alternative assessments. International Journal of Learning, Teaching and Educational Research, 19(5), 379–394. https://doi.org/10.26803/IJLTER.19.5.23

• Taherdoost, H., (2016). Validity and reliability of the research instrument: How to test the validation of a questionnaire/Survey in research. International Journal of Academic Research in Management (IJARM), 5(3), 28-36. https://doi.org/10.2139/ssrn.3205040

• Thomas, M. (2012). Teachers’ beliefs about classroom assessment and their selection of classroom assessment strategies. Journal of Research and Reflections, 6(2), 103-112.

• Vandeyar, S., & Killen, R., (2007). ‘Educators’ conceptions of classroom assessment in post-apartheid South Africa’, South African Journal of Education, 27(1), 101-115.

• Vardar, E. (2010). Sixth, seventh and eighth grade teachers’ conception of assessment [Master’s thesis, Middle East Technical University]. OpenMETU. https://etd.lib.metu.edu.tr/upload/12612141/index.pdf

• Wilson, F. R., Pan, W., & Schumsky, D. A. (2012). Recalculation of the critical values for Lawshe’s content validity ratio. Measurement and Evaluation in Counseling and Development, 45(3), 197–210. https://doi.org/10.1177/0748175612440286

• Xu, Y., & Brown, G. T. L. (2016). Teacher assessment literacy in practice: A reconceptualization. Teaching and Teacher Education, 58, 149–162. http://doi.org/10.1016/j.tate.2016.05.010

• Yidana, M. B., & P., A. P. (2018). Economics teachers’ conceptions of classroom assessment. International Journal for Innovation Education and Research, 6(10), 153–174. https://doi.org/10.31686/ijier.vol6.iss10.1176

• Yusoff, M. S. B. (2019). ABC of content validation and content validity index calculation. Education in Medicine Journal, 11(2), 49–54. https://doi.org/10.21315/eimj2019.11.2.6

• Yusop, S. R. M., Rasul, M. S., Yasin, R. M., & Hashim, H. U. (2023). Identifying and validating vocational skills domains and indicators in classroom assessment practices in TVET. Sustainability, 15(6), Article 5195. https://doi.org/10.3390/su15065195

• Yusop, S. R. M., Rasul, M. S., Yasin, R. M., Hashim, H. U., & Jalaludin, N. A. (2022). An assessment approaches and learning outcomes in technical and vocational education: A systematic review using PRISMA. Sustainability, 14(9), Article 5225. https://doi.org/10.3390/su14095225

• Zamanzadeh, V., Ghahramanian, A., Rassouli, M., Abbaszadeh, A., Alavi-Majd, H., & Nikanfar, A.-R. (2015). Design and implementation content validity study: Development of an instrument for measuring patient-centered communication. Journal of Caring Sciences, 4(2), 165–178. https://doi.org/10.15171/jcs.2015.017

• Zapata-Ospina, J. P., & García-Valencia, J. (2022). Validity based on content: A challenge in health measurement scales. Journal of Health Psychology, 27(2), 481–493. https://doi.org/10.1177/1359105320953477