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

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.

KEYWORDS:

• Self-efficacy
• assessment
• mathematics
• scale development

Disclosure statement

No potential conflict of interest was reported by the authors.

Data availability statement

The data that support the findings of this study are openly available in figshare at https://doi.org/10.17608/k6.auckland.c.6212449

Supplementary material

Supplemental data for this article can be accessed online at https://doi.org/10.1080/0969594X.2022.2162481

Additional information

Funding

This work was supported by the University of Auckland Faculty of Science Research and Development Grant [3720159].

Notes on contributors

Kaitlin Riegel

Kaitlin Riegel is a doctoral candidate in Mathematics Education at the University of Auckland, following a background of postgraduate study in Mathematics. Her research interests include academic affect, centred particularly around higher education, assessment, and online learning.

Tanya Evans

Tanya Evans is a senior lecturer in the Department of Mathematics at the University of Auckland. She is specialised in mathematics education. Her research interests include undergraduate mathematics education, mathematical practice, professional development, curriculum studies, and large-scale assessment studies such as TIMSS and PISA.

Jason M. Stephens

Jason M. Stephens is an associate professor in the School of Learning, Development and Professional Practice at the University of Auckland. His primary research interests include human motivation, ethical functioning, cheating behaviour, and the promotion of academic integrity during adolescence.