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Maori)","subjectScheme":"FOR"},{"subject":"FOS: Educational sciences","schemeUri":"http://www.oecd.org/science/inno/38235147.pdf","subjectScheme":"Fields of Science and Technology (FOS)"},{"subject":"FOS: Educational sciences","subjectScheme":"Fields of Science and Technology (FOS)"},{"subject":"130199 Education systems not elsewhere classified","subjectScheme":"FOR"},{"subject":"170103 Educational Psychology","subjectScheme":"FOR"},{"subject":"FOS: Psychology","schemeUri":"http://www.oecd.org/science/inno/38235147.pdf","subjectScheme":"Fields of Science and Technology (FOS)"},{"subject":"FOS: Psychology","subjectScheme":"Fields of Science and Technology (FOS)"}],"contributors":[],"dates":[{"date":"2017-01-04","dateType":"Created"},{"date":"2017-02-16","dateType":"Updated"},{"date":"2017","dateType":"Issued"}],"language":null,"types":{"ris":"DATA","bibtex":"misc","citeproc":"dataset","schemaOrg":"Dataset","resourceType":"Dataset","resourceTypeGeneral":"Dataset"},"relatedIdentifiers":[{"relationType":"IsIdenticalTo","relatedIdentifier":"10.17608/k6.auckland.4284503","relatedIdentifierType":"DOI"}],"relatedItems":[],"sizes":["233811 Bytes"],"formats":[],"version":null,"rightsList":[{"rights":"Creative Commons Attribution 4.0 International","rightsUri":"https://creativecommons.org/licenses/by/4.0/legalcode","schemeUri":"https://spdx.org/licenses/","rightsIdentifier":"cc-by-4.0","rightsIdentifierScheme":"SPDX"}],"descriptions":[{"description":"The SPSS data file containing all data collected from TCoA-III Long questionnaire administered in 2002 for primary schools. \u003cbr\u003eThe AMOS data file is the confirmatory factor analysis input for the primary school TCoA-III Long data set. \u003cbr\u003eResults were published in:Brown, G. T. L. (2002). \u003ci\u003eTeachers’ conceptions of assessment. \u003c/i\u003eUnpublished doctoral dissertation, University of Auckland, Auckland, NZ. Available: http://hdl.handle.net/2292/63.\u003cbr\u003eResults were published in:Brown, G. T. L. (2004). Teachers’ conceptions of assessment: Implications for policy and professional development. \u003ci\u003eAssessment in Education: Principles, Policy and Practice, 11\u003c/i\u003e(3), 301-318. doi: 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