Abstract

Based on social cognitive theory, this study focused on how self-efficacy beliefs were related to assessment practices among experienced university teachers. The data consisted of 16 thematic interviews of university teachers from various faculties who had received awards of excellence in teaching. The thematic interviews were content analyzed both inductively and deductively. Academics’ self-efficacy experiences were related in four assessment modes: assessment in general, diagnostic assessment, formative assessment and summative assessment. Sources of self-efficacy experience were identified by mastery experience, vicarious experience, social persuasions and physiological and affective states. The mastery experience was the most common source of self-efficacy in assessment practice, and for experienced teachers, fairness was the prominent feature in assessment.

摘要

基于社会认知理论，本研究关注自我效能信念如何与经验丰富的大学教师的评估实践相关联。数据包括对来自不同院系的大学教师的 16 次专题访谈，这些教师获得了卓越教学奖。对主题访谈的内容进行了归纳和演绎分析。学者的自我效能体验与四种评估模式相关：一般评估、诊断评估、形成性评估和总结性评估。自我效能经验的来源是通过掌握经验、替代经验、社会说服以及生理和情感状态来确定的。掌握经验是评估实践中最常见的自我效能感来源，对于经验丰富的教师来说，