Assessment Is Contagious: The Social Contagion of Formative Assessment Practices and Self-Efficacy among Teachers

Autor/inn/en	Yan, Zi; King, Ronnel B.
Titel	Assessment Is Contagious: The Social Contagion of Formative Assessment Practices and Self-Efficacy among Teachers
Quelle	In: Assessment in Education: Principles, Policy & Practice, 30 (2023) 2, S.130-150 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yan, Zi) ORCID (King, Ronnel B.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0969-594X
DOI	10.1080/0969594X.2023.2198676
Schlagwörter	Social Influences; Formative Evaluation; Self Efficacy; Elementary School Teachers; Secondary School Teachers; Foreign Countries; Teacher Effectiveness; Faculty Development; Teacher Motivation; Teacher Behavior; Student Evaluation; Hong Kong + Suchen Sie Ihr Suchwort? Sozialer Einfluss; Self-efficacy; Selbstwirksamkeit; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ausland; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teacher behaviour; Lehrerverhalten; Schulnote; Studentische Bewertung; Hongkong
Abstract	Social contagion has been documented across various domains. However, this phenomenon has not been explored in relation to formative assessment in schools. This study examines the social contagion of school teachers' formative assessment practices and self-efficacy. A sample of 296 teachers from 12 Hong Kong primary and secondary schools participated in this study. All participants completed the same questionnaire twice, one year apart. The longitudinal results showed that formative assessment practices and self-efficacy were socially contagious. When teachers had colleagues who engaged in formative assessment practices and had high self-efficacy, they were more likely to engage in formative assessment and become more efficacious themselves. Also, school-level formative assessment self-efficacy predicted individual-level formative assessment practices demonstrating the importance of collective efficacy. The findings can inform the provision of school support and the design of teacher professional development programmes for promoting formative assessment in schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01