https://orcid.org/0000-0003-1943-3220
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ABSTRACT
The COVID-19 pandemic has led to the temporary closure of schools around the world. Due to the sudden and complete transition to online instruction, teachers were faced with various challenges. The assessment of student performance is one of the integrative segments of remote teaching. Therefore, the aim of this study was to examine the relationship between teachers’ perceptions of online assessment and different facets of self-efficacy. The study involved 147 primary and secondary school teachers who completed an online survey. The results of multiple regression analysis revealed significant effects of teachers’ ICT self-efficacy and teachers’ self-efficacy concerning student engagement on the perception of some aspects of online assessment. On the other hand, teacher self-efficacy for instructional strategies was not a relevant predictor. In light of the obtained results, suggestions for future research were discussed.
Disclosure statement
The authors declare that 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
Stefan Ninković
Stefan Ninković is an assistant professor at the Department of Pedagogy, Faculty of Philosophy, University of Novi Sad, Serbia. His current research includes school leadership, teacher self-efficacy, and school research.
Stanislava Olić Ninković
Stanislava Olić Ninković is a research associate at the Department of Chemistry, Biochemistry and Environmental Protection, Faculty of Sciences, University of Novi Sad, Serbia. Her research areas include chemistry education, multimedia in education, and digital learning.
Tihomir Lazarević
Tihomir Lazarević is a teaching assistant at the Department of Biology and Ecology, Faculty of Sciences, University of Novi Sad, Serbia. His current research interests are computers in teaching biology and improving quality of teaching biology by applying various online applications.
Jasna Adamov
Jasna Adamov is a full professor at the Department of Chemistry, Biochemistry and Environmental Protection, Faculty of Sciences, University of Novi Sad, Serbia. Her research fields are chemistry education, education of the gifted students, and multimedia in education.