Examination of teacher formative assessment self-efficacy development across a professional learning experience

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.

KEYWORDS:

• Formative assessment
• self-efficacy
• professional development
• professional learning

Disclosure Statement

The authors declare the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

Additional information

Notes on contributors

Chad M. Gotch

Chad M. Gotch, PhD, is an Assistant Professor of Educational Psychology at Washington State University (USA). He studies the development of assessment literacy among both pre-service and in-service teachers, the communication of assessment results (e.g., score reporting), and the construction validity arguments from both technical and non-technical evidence.

Marcus I. Poppen

Marcus I. Poppen, PhD, is an Assistant Professor of Special Education at Washington State University (USA). His research and scholarship is broadly focused on supporting educational outcomes for youth and young adults with disabilities through program evaluation.

José E. Razo

José E. Razo, MEd, is a high school social studies teacher. He holds a certification for secondary education in the state of Washington.

Sheri Modderman

Sheri Modderman, MEd, is a doctoral candidate in Special Education at Washington State University (USA). She carries dual certification in general education and special education. Her areas of interest are inclusive classrooms, supporting students with learning disabilities, and teacher preparation.