How self-efficacy beliefs are related to assessment practices: a study of experienced university teachers

被引：19

作者：

Myyry, Liisa ^{[1
]}

Karaharju-Suvanto, Terhi ^{[1
]}

Virtala, Anna-Maija K. ^{[1
]}

R Raekallio, Marja ^{[1
]}

Salminen, Outi ^{[1
]}

Vesalainen, Marjo ^{[2
]}

Nevgi, Anne ^{[1
]}

机构：

[1] Univ Helsinki, Helsinki, Finland

[2] Minist Educ & Culture, Helsinki, Finland

来源：

ASSESSMENT & EVALUATION IN HIGHER EDUCATION | 2022年 / 47卷 / 01期

关键词：

self-efficacy beliefs; assessment practices; academics; higher education;

D O I：

10.1080/02602938.2021.1887812

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Based on social cognitive theory, this study focused on how self-efficacy beliefs were related to assessment practices among experienced university teachers. The data consisted of 16 thematic interviews of university teachers from various faculties who had received awards of excellence in teaching. The thematic interviews were content analyzed both inductively and deductively. Academics' self-efficacy experiences were related in four assessment modes: assessment in general, diagnostic assessment, formative assessment and summative assessment. Sources of self-efficacy experience were identified by mastery experience, vicarious experience, social persuasions and physiological and affective states. The mastery experience was the most common source of self-efficacy in assessment practice, and for experienced teachers, fairness was the prominent feature in assessment.

引用

页码：155 / 168

页数：14

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