ABSTRACT

In this study, in the United States, the authors used multilevel growth modeling to examine the impact of an intensive, year-long professional development program on teacher self-efficacy for formative assessment tasks. They further examined the relationship between self-efficacy and observed implementation of formative assessment practices in the classroom. Participants included 189 teachers from 17 schools across nine districts in a northwestern state. Results showed a significant (p < .001) growth in self-efficacy through six measurement points. The relationship between self-efficacy and classroom practice was found to be weak-to-negative, suggesting higher levels of self-efficacy were not necessarily associated with successful implementation of formative assessment. These results signal a need to support teachers’ abilities to provide accurate self-assessment, examine additional variables that may influence a teacher’s successful implementation of formative assessment, and critically examine the use of self-efficacy as an outcome variable in the study of teacher professional learning.

摘要

在美国的这项研究中，作者使用多层次成长模型来检验为期一年的强化专业发展计划对教师在形成性评估任务中的自我效能感的影响。他们进一步研究了自我效能感与课堂中形成性评估实践的观察实施之间的关系。参与者包括来自西北部州九个地区 17 所学校的 189 名教师。结果显示显着 ( p< .001) 通过六个测量点提高自我效能感。自我效能与课堂实践之间的关系被发现是弱到负的，这表明更高水平的自我效能不一定与成功实施形成性评估有关。这些结果表明需要支持教师提供准确的自我评估的能力，检查可能影响教师成功实施形成性评估的其他变量，并批判性地检查自我效能作为教师专业研究中的结果变量的使用。学习。