A1 Journal article (refereed)
Health Education Teachers’ Assessment Conceptions and Practices : Identifying Assessment Profiles (2022)

Paakkari, O., Paakkari, L., Haapala, H., & Hirvensalo, M. (2022). Health Education Teachers’ Assessment Conceptions and Practices : Identifying Assessment Profiles. Educational Assessment, 27(3), 285-299. https://doi.org/10.1080/10627197.2022.2063832

JYU authors or editors

Publication details

All authors or editorsPaakkari, Olli; Paakkari, Leena; Haapala, Henna; Hirvensalo, Mirja

Journal or seriesEducational Assessment



Publication year2022

Publication date21/04/2022


Issue number3

Pages range285-299


Publication countryUnited States

Publication languageEnglish


Publication open accessOpenly available

Publication channel open accessPartially open access channel

Publication is parallel published (JYX)https://jyx.jyu.fi/handle/123456789/80744


The study explored the latent construct underlying the assessment conceptions and practices of Finnish Health Education teachers (n = 165) in the context of curricula, seeking thereby to identify the teachers’ assessment profiles. Six underlying factors were found to encompass their assessment conceptions and practices, namely Assessment supporting learning, Assessment of working, Self and peer assessment as part of grading, Common assessment criteria, Questionable assessment practices, and Norm-referenced assessment. Via cluster analysis, three distinct assessment profiles were identified, labeled as Problematic assessors, Learning supportive assessors, and Norm-based assessors. These findings can be used to develop Health Education teacher training and facilitate teachers’ assessment literacy.

Keywordshealth educationteachersevaluationeducational evaluationevaluation methodssustainable assessmentparticipatory evaluationself-evaluationconceptionspracticecurriculateacher training

Free keywordshealth education teachers

Contributing organizations

Related projects

Ministry reportingYes

Reporting Year2022

JUFO rating1

Last updated on 2024-03-04 at 17:15