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.
- Formative assessment
- Assessment characteristics
- Assessment experiences
- Teacher education
- Types of self-efficacy information
van Dinther, M., Dochy, F., & Segers, M. S. R. (2015). The contribution of assessment experiences to student teachers' self-efficacy in competence-based education. Teaching and Teacher Education, 49, 45-55. https://doi.org/10.1016/j.tate.2015.02.013