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

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

doi:10.1016/j.tate.2015.02.013

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

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

^*Corresponding author for this work

Educational Research and Development

Research output: Contribution to journal › Article › Academic › peer-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 language	English
Pages (from-to)	45-55
Number of pages	11
Journal	Teaching and Teacher Education
Volume	49
DOIs	https://doi.org/10.1016/j.tate.2015.02.013
Publication status	Published - 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

Access to Document

10.1016/j.tate.2015.02.013

Cite this

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

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.",

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

author = "{van Dinther}, M. and Filip Dochy and M.S.R. Segers",

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AB - 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.

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KW - Teacher education

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KW - ANTECEDENTS

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