The contribution of assessment experiences to student teachers' self-efficacy in competence-based education

M. van Dinther, Filip Dochy, M.S.R. Segers

Research output: Contribution to journalArticleAcademicpeer-review

Abstract

Earlier research argues that educational programmes based on social cognitive theory are successful in improving students' self-efficacy. Focussing on some formative assessment characteristics, this qualitative research intends to study in-depth how student teachers' assessment experiences contribute to their self-efficacy. We interviewed 15 s year student teachers enrolled in a competence based teacher educational programme. Thematic content analysis results reveal that the assessment characteristics 'authenticity' and 'feedback' exert a positive influence on student teachers self-efficacy during all phases of the portfolio competence assessment. The results provide a fine-grained view of several types of self-efficacy information connected with these assessment phases.
Original languageEnglish
Pages (from-to)45-55
Number of pages11
JournalTeaching and Teacher Education
Volume49
DOIs
Publication statusPublished - Jul 2015

Keywords

  • Self-efficacy
  • Formative assessment
  • Assessment characteristics
  • Assessment experiences
  • Teacher education
  • Types of self-efficacy information
  • FEEDBACK
  • BELIEFS
  • PERCEPTIONS
  • ANTECEDENTS
  • ACHIEVEMENT
  • VALIDATION
  • SKILL
  • SENSE

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