Teachers' self-efficacy and formative assessment of students
Moderating role of school goal structure
Bibliographic Data
| ID | 13918488 |
|---|---|
| Authors | Xiaoqing Xiang (Fujian Normal University, corresponding author), Sichang Yum (Chonnam National University Hospital), Rong Lian (0000-0001-8793-4348, Fujian Normal University) |
| Year | 2020 |
| Volume | 48 |
| Issue | 6 |
| Pages | 1-13 |
| Publication date | 2020-05-14 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Social Behavior and Personality An International Journal (JOURNAL) |
| Journal identifiers | ISSN: 0301-2212 • E-ISSN: 1179-6391 |
| Publisher | Scientific Journal Publishers Limited (PUBLISHER) |
| DOI | 10.2224/sbp.9208 |
| OpenAlex | W3024392295 |
| Language | EN |
| Citations received | 2 |
Although the importance of formative assessment of student progress has been well covered in previous studies, implementing formative assessment in the classroom requires targeted tools and educational policies. Therefore, we examined the factors that affect teachers' use of formative assessment practices and analyzed the moderating effect of the school's mastery goal structure in the relationship between teachers' self-efficacy and their use of formative assessment practices. Participants were 507 Chinese primary school teachers, who completed a survey. Structural equation modeling results reveal that teachers' selfefficacy regarding formative assessment and perception of a school mastery goal structure each positively predicted the use of formative assessment practices. The moderating effect of the school mastery goal structure in the relationship between teachers' self-efficacy and their use of formative assessment practices was also statistically significant. Our findings have implications for policy making and practice as well as for further studies regarding formative assessment of students
Formative assessment · Knowledge survey · Mathematics education · Medical education · Pedagogy · Perception · Structural equation modeling · Summative assessment · Educational Assessment and Improvement · Psychology · Reflective Practices in Education · Student Assessment and Feedback
| Citations per year | 0.4 |
|---|---|
| Citation span | 2021 - 2025 (5) |
| Highly cited | No |