Assessment literacy: The process of evaluating early-career teachers and its association with assessment self-efficacy

Keren Tal-Amsili, Avidan Milevsky, Aleksandra Gerkerova and Nitza Davidovitch

African Educational Research Journal
Published: August 26 2024
Volume 12, Issue 3
Pages 210-223
DOI: https://doi.org/10.30918/AERJ.123.24.039

Abstract

Assessment is an important skill acquired by graduates of higher education, especially those from teacher education programs. This pilot study examined the effects of formative assessment processes on early-career teachers, focusing on their perspectives on student evaluation, their perceived self-efficacy in assessment, and the assessment methods they chose for their students. Participants, who were 152 teachers interning at elementary schools, completed self-report questionnaires midway through and at the end of their internship year. Out of these, 98 teachers completed the questionnaire at both time points. Key findings showed that assessment self-efficacy increased by 9.6% and perceptions of assessment as a formative process also rose significantly by 10%. The study suggests that formative assessment during teacher internships should be reinforced to enhance teachers' use of assessment in their classrooms. Additionally, it highlights the importance of improving assessment processes during internships, enabling teachers to maximize the benefits of assessments. This improvement not only optimizes their professional skills but also enhances their ability to conduct formative assessments among their students.

Keywords: Assessment, higher education, self-efficacy, early-career teachers, teaching internships.

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