Development of the measure of assessment self-efficacy (MASE) for quizzes and exams

IF 2.7 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Assessment in Education-Principles Policy & Practice Pub Date : 2022-11-02 DOI:10.1080/0969594X.2022.2162481

Kaitlin Riegel, T. Evans, J. Stephens

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引用次数: 2

Abstract

ABSTRACT Self-efficacy is a significant construct in education due to its predictive relationship with achievement. Existing measures of assessment-related self-efficacy concentrate on students’ beliefs about content-specific tasks but omit beliefs around assessment-taking. This research aimed to develop and test the Measure of Assessment Self-Efficacy (MASE), designed to assess two types of efficacy beliefs related to assessment (i.e. ‘comprehension and execution’ and ‘emotional regulation’) in two scenarios (i.e. a low-stakes online quiz and a high-stakes final exam). Results from confirmatory factor analysis in Study 1 (N = 301) supported the hypothesised two-factor measurement models for both assessment scenarios. In Study 2, results from MGCFA (N = 277) confirmed these models were invariant over time and provided evidence for the scales’ validity. Study 3 demonstrated the exam-related MASE was invariant across cohorts of students (Ns = 277; 329). Potential uses of the developed scales in educational research are discussed.

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测验和考试评估自我效能感量表的开发

自我效能感与学业成就具有预测关系，是教育中一个重要的构念。现有的与评估相关的自我效能感的测量侧重于学生对特定内容任务的信念，而忽略了对评估的信念。本研究旨在开发和测试评估自我效能感量表(MASE)，旨在评估两种与评估相关的效能感信念(即“理解和执行”和“情绪调节”)在两种情况下(即低风险的在线测验和高风险的期末考试)。研究1 (N = 301)的验证性因子分析结果支持两种评估情景的假设双因素测量模型。在研究2中，MGCFA (N = 277)的结果证实了这些模型随时间的变化是不变的，为量表的有效性提供了证据。研究3表明，与考试相关的MASE在学生队列中是不变的(Ns = 277;329)。讨论了开发的量表在教育研究中的潜在用途。

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来源期刊

Assessment in Education-Principles Policy & Practice EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.70

自引率

3.10%

发文量

期刊介绍： Recent decades have witnessed significant developments in the field of educational assessment. New approaches to the assessment of student achievement have been complemented by the increasing prominence of educational assessment as a policy issue. In particular, there has been a growth of interest in modes of assessment that promote, as well as measure, standards and quality. These have profound implications for individual learners, institutions and the educational system itself. Assessment in Education provides a focus for scholarly output in the field of assessment. The journal is explicitly international in focus and encourages contributions from a wide range of assessment systems and cultures. The journal''s intention is to explore both commonalities and differences in policy and practice.