<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2175-3520</journal-id>
<journal-title><![CDATA[Psicologia da Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Psic. da Ed.]]></abbrev-journal-title>
<issn>2175-3520</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica de São Paulo. Programa de Estudos Pós-Graduados em Educação: Psicologia da Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2175-35202025000100127</article-id>
<article-id pub-id-type="doi">10.23925/2175-3520.2025i58p127-139</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[ADAPTAÇÃO E VALIDAÇÃO DO QUESTIONÁRIO TEACHERS' CONCEPTIONS OF ASSESSMENT (TCOA-III)]]></article-title>
<article-title xml:lang="en"><![CDATA[Adaptation and Validation of The Teachers' Conceptions of Assessment (TCoA-III) Questionnaire]]></article-title>
<article-title xml:lang="es"><![CDATA[Adaptación y Validación Del Inventario Teachers' Conceptions of Assessment (TCoA-III)]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Roncete]]></surname>
<given-names><![CDATA[Karine Votikoske]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Matos]]></surname>
<given-names><![CDATA[Daniel Abud Seabra]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rodrigues]]></surname>
<given-names><![CDATA[Erica Castilho]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Ouro Preto  ]]></institution>
<addr-line><![CDATA[Ouro Preto MG]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Ouro Preto  ]]></institution>
<addr-line><![CDATA[Ouro Preto MG]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade de Stanford  ]]></institution>
<addr-line><![CDATA[Palo Alto Califórnia]]></addr-line>
<country>USA</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2025</year>
</pub-date>
<numero>58</numero>
<fpage>127</fpage>
<lpage>139</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2175-35202025000100127&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2175-35202025000100127&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2175-35202025000100127&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Os objetivos desse trabalho foram: realizar uma revisão da literatura sobre o questionário Teachers&#8217; Conceptions of Assessment (TCoA-III) e adaptar e coletar fontes de evidência de validade para a realidade brasileira. Como referencial teórico, a literatura aponta quatro grandes grupos de concepções de avaliação de professores: 1) melhora; 2) responsabilização da escola; 3) responsabilização do aluno e 4) irrelevância. Foram encontrados 25 trabalhos internacionais que utilizaram o TCoA-III. Com relação ao estudo empírico, participaram professores da educação básica. Realizou-se uma Análise Fatorial Exploratória do questionário e os resultados sugerem uma estrutura fatorial diferente para o TCoA brasileiro. Efetuaram-se diversas análises, excluindo 28 itens que se mostraram problemáticos. O modelo final apresentou um bom ajuste (CFI= .960; RMSEA= .067; SRMR = .045) e quatro fatores: 1) melhora; 2) melhora-ensino; 3) irrelevância-ignorada e 4) responsabilização do aluno. Assim, esse resultado sugere uma estrutura fatorial diferente para o TCoA brasileiro, que não possui a concepção &#8220;responsabilização da escola&#8221;. Acredita-se que a utilização do TCoA em pesquisas futuras é uma alternativa viável para pesquisadores interessados na temática das concepções de avaliação de professores em diversos sentidos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The aims of this work were: 1) to carry out a literature review about the Teachers&#8217; Conceptions of Assessment (TCoA-IIIA) questionnaire and 2) to adapt and collect evidence sources of validity of TCoA-III for Brazilian reality. As for review of literature, we found four major groups of teachers&#8217; assessment conceptions: 1) improvement; 2) school accountability; 3) student&#8217;s accountability; 4) irrelevance. We analyzed a total of 25 international studies that used TCoA-III. Regarding the empirical study, elementary school teachers were the articipants (N=179; 110 women and 69 men; age M=37.6 years old, SD=10.5). We performed an Exploratory Factor Analysis, and the results suggest a factorial structure different for the Brazilian TCoA. We developed several analyses, excluding 28 items that proved problematic. The final model showed a good adjustment (CFI= .960; RMSEA= .067; SRMR = .045) and four factors: 1) improvement; 2) improvement-teaching; 3) ignore-irrelevance; and 4) student accountability.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Los objetivos de este trabajo fueron: realizar una revisión de la literatura sobre el cuestionario Teachers&#8217; Conceptions of Assessment (TCoA-III) y adecuar y recolectar fuentes de evidencia de validez para la realidad brasileña. La literatura apunta a cuatro grupos de conceptos de evaluación de docentes: 1) mejora; 2) responsabilidad de la escuela; 3) responsabilidad del estudiante y 4) irrelevancia. Encontramos 25 estudios que utilizaron TCoA-III. En cuanto al estudio empírico, participaron docentes de educación básica (N = 179; 110 mujeres y 69 hombres; edad M = 37,6 años, DP = 10,5). Realizamos un Análisis Factorial Exploratorio y los resultados sugieren otra estructura factorial para el TCoA brasileño. Realizamos varios análisis excluyendo 28 ítems que resultaron ser problemáticos. El modelo final mostró un buen ajuste (CFI = .960; RMSEA = .067; SRMR = .045) y cuatro factores: 1) mejora; 2) mejora de la enseñanza; 3) irrelevancia-ignorada y 4) responsabilidad del estudiante.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Concepções espontâneas]]></kwd>
<kwd lng="pt"><![CDATA[Avaliação]]></kwd>
<kwd lng="pt"><![CDATA[Professor]]></kwd>
<kwd lng="pt"><![CDATA[Ensino]]></kwd>
<kwd lng="pt"><![CDATA[Análise Fatorial]]></kwd>
<kwd lng="en"><![CDATA[Conceptions]]></kwd>
<kwd lng="en"><![CDATA[Assessment]]></kwd>
<kwd lng="en"><![CDATA[Teacher]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="en"><![CDATA[Factor Analysis]]></kwd>
<kwd lng="es"><![CDATA[Concepciones]]></kwd>
<kwd lng="es"><![CDATA[Evaluación]]></kwd>
<kwd lng="es"><![CDATA[Docente]]></kwd>
<kwd lng="es"><![CDATA[Educación]]></kwd>
<kwd lng="es"><![CDATA[Análisis Factorial]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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