Examining the Influence of Assessment Tool Design on Pre-Service Special Education Teachers’ Self-Efficacy, Metacognition, and Decision-Making

Datos Bibliográficos

ID22006066
AutoresUmmuhan Ormanci (0000-0003-3669-4537, Bursa Uludağ Üni̇versi̇tesi̇, autor de correspondencia), Sevinc Kacar (0000-0003-4288-592X, Cyprus International University)
Año2026
Volumen16
Número2
Fecha de publicación2026-04-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaSAGE Open (JOURNAL)
Identificadores de la revistaISSN: 2158-2440 • E-ISSN: 2158-2440
EditorialSAGE Publications (PUBLISHER • US)
DOI10.1177/21582440261446695
OpenAlexW7159852128
IdiomaEN
Referencias citadas111

In 21st-century education, integrating thinking skills (metacognition, critical thinking, decision-making) into the curriculum and supporting them with effective assessment practices is essential. In this context, alternative assessment methods (e.g., performance tasks, portfolios) in special education allow for multidimensional student evaluation and support the development of pre-service teachers’ thinking skills. This study examined how designing assessment tools within a Measurement and Evaluation in Education course influenced pre-service special education teachers’ assessment self-efficacy, metacognitive skills, and decision-making. A mixed-methods approach was used with 26 second-, third-, and fourth-year undergraduate pre-service special education teachers enrolled in a teacher education program at a state university. Pre- and post-implementation data were collected through scales and open-ended questions. As part of a structured instructional process, participants received course-based instruction on traditional and alternative assessment methods and designed an assessment file for a unit in their field. Data also included self-assessment and opinion forms. Quantitative data were statistically analyzed; qualitative data underwent content analysis. Results revealed significant increases in assessment self-efficacy, a more conscious and strategic use of assessment-related metacognitive processes and greater reliance on evidence in decision-making, underscoring the value of integrating educational measurement and assessment practices into teacher education

Authentic assessment · Curriculum · Educational assessment · Metacognition · Qualitative property · Qualitative research · Self-assessment · Special education · Standards-based assessment · Education and Critical Thinking Development · Reflective Practices in Education · Student Assessment and Feedback