Student Perceptions of Assessment and Student Self-Efficacy in Competence-Based Education

Autor/inn/en	van Dinther, Mart; Dochy, Filip; Segers, Mien; Braeken, Johan
Titel	Student Perceptions of Assessment and Student Self-Efficacy in Competence-Based Education
Quelle	In: Educational Studies, 40 (2014) 3, S.330-351 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-5698
DOI	10.1080/03055698.2014.898577
Schlagwörter	Student Attitudes; Self Efficacy; Outcomes of Education; Prediction; Role; Competency Based Education; Mastery Learning; Social Cognition; Student Teachers; Foreign Countries; Factor Analysis; Feedback (Response); Teacher Effectiveness; Teacher Education; Netherlands + Suchen Sie Ihr Suchwort? Schülerverhalten; Self-efficacy; Selbstwirksamkeit; Lernleistung; Schulerfolg; Vorhersage; Rollen; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Soziale Kognition; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Ausland; Faktorenanalyse; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrerausbildung; Lehrerbildung; Niederlande
Abstract	The purpose of this study was to provide insight into the interplay between student perceptions of competence-based assessment and student self-efficacy, and how this influences student learning outcomes. Results reveal that student perceptions of the form authenticity aspect and the quality feedback aspect of assessment do predict student self-efficacy, confirming the role of mastery experiences and social persuasions in enhancing student self-efficacy as stated by social cognitive theory. Findings do not confirm mastery experiences as being a stronger source of self-efficacy information than social persuasions. Study results confirm the predictive role of students' self-efficacy on their competence outcomes. Mediation analysis results indicate that student's perceptions of assessment have an indirect effect on student's competence evaluation outcomes through student's self-efficacy. Study findings highlight which assessment characteristics, positively influencing students' learning, contribute to the effectiveness of competence-based education. Limitations of the study and directions for future research are indicated. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10