scholarly journals Network Analysis of Survey Data to Identify Non-Homogeneous Teacher Self-Efficacy Development in Using Formative Assessment Strategies

2020 ◽  
Vol 10 (3) ◽  
pp. 54
Author(s):  
Jesper Bruun ◽  
Robert Harry Evans
Keyword(s):  
Formative Assessment ◽  
Self Efficacy ◽  
Research Question ◽  
Future Research ◽  
Assessment Practices ◽  
Before And After ◽  
Teacher Researcher ◽  
Working Groups ◽  
Individual Self ◽  
Assessment Strategies

In a European project about formative assessment, Local Working Groups (LWGs) from six participating countries made use of a format for teacher-researcher collaboration. The activities in each LWG involved discussions and reflections about implementation of four assessment formats. A key aim was close collaboration between teachers and researchers to develop teachers’ formative assessment practices, which were partially evidenced with changes in attributes of self-efficacy. The research question was: to what extent do working with formative assessment strategies in collaboration with researchers and other teachers differentially affect individual self-efficacy beliefs of practicing teachers across different educational contexts? A 12-item teacher questionnaire, with items selected from a commonly used international instrument for science teaching self-efficacy, was distributed to the participating teachers before and after their work in the LWGs. A novel method of analysis using networks where participants from different LWGs were linked based on the similarities of their answers, revealed differences between empirically identified groups and larger super groups of participants. These analyses showed, for example, that one group of teachers perceived themselves to have knowledge about using formative assessment but did not have the skills to use it effectively. It is suggested that future research and development projects may use this new methodology to pinpoint groups, which seem to respond differently to interventions and modify guidance or instruction accordingly.

Effects of a Low-Element Challenge Course on Abstinence Self-Efficacy and Group Cohesion

2011 ◽  
Vol 22 (2) ◽  
pp. 151-158 ◽  
Author(s):  
Jamie M. Clem ◽  
Thomas E. Smith ◽  
Kristin V. Richards
Keyword(s):  
Outcome Measures ◽  
Self Efficacy ◽  
Group Cohesion ◽  
Future Research ◽  
Chemically Dependent ◽  
Challenge Course ◽  
Self Confidence ◽  
Therapeutic Value ◽  
Before And After ◽  
Group Unity

Substance abuse researchers identify self-efficacy and group cohesion as important components in alcohol and other drug-dependency treatment. Objectives: The purpose of this single-group, pretest–posttest study is to explore the therapeutic value of a challenge course intervention on the self-efficacy and group cohesion of nine chemically dependent, adult females. Methods: Data were collected using two validated outcome measures administered before and after the intervention. Focus groups provided insight into the experiences of participants and were examined using manifest and latent theme analysis. Results: Findings indicate statistically significant improvements on both outcome measures with medium to large effect sizes. Several themes were identified including group unity, trust, interpersonal growth, and self-confidence. Conclusions: Suggestions for practice and future research are provided.

scholarly journals Individual and group antecedents of satisfaction: One lab- multilevel study

2016 ◽  
Vol 32 (2) ◽  
pp. 565 ◽  
Author(s):  
Isabel M. Martínez ◽  
Eva Cifre
Keyword(s):  
Hierarchical Linear Modeling ◽  
Self Efficacy ◽  
Work Group ◽  
Gender Diversity ◽  
Group Cohesion ◽  
Future Research ◽  
Linear Modeling ◽  
Level 1 ◽  
And Gender ◽  
Individual Self

<p>This study examines the simultaneous effect of individual (self-efficacy) and group variables (cohesion and gender diversity) on satisfaction. A laboratory study was conducted involving 373 college students randomly distributed across 79 small groups, who performed a laboratory task in about five hours. Two-level Hierarchical Linear Modeling (HLM) method was used. Results show the main effect from individual self-efficacy to satisfaction (both level 1), the cross-level effect from group cohesion (level 2) to individual satisfaction (level 1), and the interaction effect between self-efficacy and gender diversity to satisfaction. These results suggest that in a work group, satisfaction has a background in individual and group variables. Group cohesion and gender diversity have important effects on satisfaction. The article concludes with practical strategies and with limitations and suggestions for future research.</p>

Teachers' self-efficacy and formative assessment of students: Moderating role of school goal structure

2020 ◽  
Vol 48 (6) ◽  
pp. 1-13
Author(s):  
Xiaoqing Xiang ◽  
Sichang Yum ◽  
Rong Lian
Keyword(s):  
Formative Assessment ◽  
Self Efficacy ◽  
Structural Equation ◽  
Moderating Effect ◽  
Equation Modeling ◽  
Assessment Practices ◽  
Goal Structure ◽  
Primary School Teachers ◽  
Mastery Goal ◽  
The Relationship

Although the importance of formative assessment of student progress has been well covered in previous studies, implementing formative assessment in the classroom requires targeted tools and educational policies. Therefore, we examined the factors that affect teachers' use of formative assessment practices and analyzed the moderating effect of the school's mastery goal structure in the relationship between teachers' self-efficacy and their use of formative assessment practices. Participants were 507 Chinese primary school teachers, who completed a survey. Structural equation modeling results reveal that teachers' selfefficacy regarding formative assessment and perception of a school mastery goal structure each positively predicted the use of formative assessment practices. The moderating effect of the school mastery goal structure in the relationship between teachers' self-efficacy and their use of formative assessment practices was also statistically significant. Our findings have implications for policy making and practice as well as for further studies regarding formative assessment of students.

scholarly journals Understanding teacher knowledge of the use of assessment for learning in the context of homework

2011 ◽  
Author(s):  
◽  
Daren Harris
Keyword(s):  
Professional Development ◽  
Formative Assessment ◽  
Teacher Perceptions ◽  
Student Attitudes ◽  
Teacher Perception ◽  
Assessment Tool ◽  
Future Research ◽  
Assessment Practice ◽  
Teacher Understanding ◽  
Before And After

The researcher conducted a qualitative study to develop a deeper understanding of teacher perceptions use, and understanding of homework as a formative assessment tool. The work of Black et al. (2004), Moss and Brookhart (2009), Stiggins et al. (2006) provided a lens to improve understanding of formative assessment. Cooper (2007), Kohn (2006), and Vatterott (2009) provided a lens to improve understanding of homework. Participants were teachers from three Midwestern high schools in one Midwestern state. Data were collected from focus group interviews, an online open-ended survey, and document analysis. All segments of the participants identified three categories as related to perception, use, and understanding homework as a formative assessment tool: teacher perception of the purpose of homework, the uses of homework as part of classroom assessment practice, and teacher understanding of homework as a formative assessment tool. The findings of this study have implications for teachers and administrators. One of the findings of this study was teachers formulate their perception of homework on assumptions embedded in educational culture. The other important finding was the lack of understanding of formative assessment and homework as formative assessment. Implications for future practice include recommendations for school leaders to take the lead in providing organizational learning, utilize the principles of transformational leadership, and be a provider of professional development in the areas of assessment. Implications for future research include recommendations for gaining an understanding of teacher attitudes before and after professional development in assessment, how effective change is achieved in the area of assessment, and student attitudes toward education in classroom which employ formative assessment versus those who do not.

scholarly journals SAUDI TEACHERS’ PRACTICES OF FORMATIVE ASSESSMENT: A QUALITATIVE STUDY

2016 ◽  
Vol 74 (1) ◽  
pp. 6-15
Author(s):  
Saeed Almuntasheri
Keyword(s):  
Qualitative Study ◽  
Formative Assessment ◽  
Classroom Interaction ◽  
Science Inquiry ◽  
Teaching Science ◽  
Assessment Practices ◽  
Inquiry Teaching ◽  
Science Classes ◽  
Assessment Strategies ◽  
Assessment Conversations

Shifting from teacher-centred to student-centred practices requires teachers to understand strategies to interact with students in science classes. Formative assessment strategies are very critical component of classroom interaction where teachers obtain information about student learning wherever possible. Traditionally, however, teachers ask questions and evaluate student responses but without investigating student contributions to the classroom interaction. This qualitative study aimed at developing teachers’ knowledge of formative assessment strategies when teaching science-based inquiry in Saudi Arabia. 12 teachers were observed when teaching science and details of one teachers’ practices of formative assessment is presented in this study. Formative assessment framework that describes assessment conversations is used and modified to observe teachers’ assessment practices. Assessment conversation consists of four-step cycles, where the teacher elicits information from students through questioning, the student responds, the teacher recognizes the student’s response, and then uses the information to develop further inquiry. Findings indicate that teachers ask questions and receive responses but rarely allow students to share their own ideas or discuss their own thinking. The study underlines the importance of integrating formative assessment strategies during scientific inquiry teaching for professional development as a way to increase student participation and allow opportunities for students’ inquiry in science classes. Key words: assessment conversations, formative assessment, science inquiry.

Perceived Skills, Self-Efficacy, and Attitudes Toward Technology: A Pilot Study of BSW Students

2014 ◽  
Vol 19 (1) ◽  
pp. 65-81
Author(s):  
Laura Ting ◽  
Marcela Sarmiento Mellinger ◽  
Katherine Morris
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
Technology Use ◽  
Self Efficacy ◽  
Social Work Students ◽  
Future Research ◽  
Attitudes Toward Technology ◽  
Before And After ◽  
Work Education

The Council on Social Work Education has called for the increased use of relevant technology; however, limited research is available on social work students’ perceived skills, self- efficacy, and attitudes toward technology. This study examined 215 BSW students’ perceived confidence, skills, attitudes, and self- efficacy regarding technology use before and after taking a social work and technology course. Significant differences were found in all factors except attitude. Age was negatively correlated with perceived skills and self- efficacy. Qualitative data on how students felt about technology in their future roles as social workers identified six themes: better service provision, changes in communications, improved access and productivity, client involvement, concerns with confidentiality, and role of technology. Recommendations for future research and implications for social work education and practice are discussed.

scholarly journals Use of Goal Setting to Enhance Self-Efficacy After Sports-Related Injury: A Critically Appraised Topic

2020 ◽  
Vol 29 (4) ◽  
pp. 498-502 ◽  
Author(s):  
Caitlin Brinkman ◽  
Shelby E. Baez ◽  
Francesca Genoese ◽  
Johanna M. Hoch
Keyword(s):  
Goal Setting ◽  
Self Efficacy ◽  
Standard Of Care ◽  
Sports Injury ◽  
Care Group ◽  
Future Research ◽  
Optimal Timing ◽  
Bottom Line ◽  
Injury Rehabilitation ◽  
Before And After

Clinical Scenario: Patients after sports-related injury experience deficits in self-efficacy. Goal setting may be an appropriate psychoeducation technique to enhance self-efficacy after sports-related injury. Clinical Question: Does goal setting–enhanced rehabilitation improve self-efficacy compared with traditional rehabilitation alone in individuals with sports-related injury? Summary of Key Findings: Two randomized controlled trials were included. The two studies selected assessed changes in self-efficacy before and after a goal-setting intervention following sports-related injury in an athletic population. Both studies used the Sports Injury Rehabilitation Beliefs Survey to evaluate self-efficacy. Clinical Bottom Line: There is currently consistent, good-quality, patient-oriented evidence that supports the use of goal setting to improve self-efficacy in patients undergoing rehabilitation for sports-related injury compared with the standard of care group. Future research should examine optimal timing for the implementation of goal setting in order to enhance self-efficacy following sports-related injury. Strength of Recommendation: The grade of A is recommended by the Strength of Recommendation Taxonomy for consistent, good-quality, patient-oriented evidence.

Developing Teacher Candidates' Formative Assessment Practices

2020 ◽  
pp. 254-280
Author(s):  
Amanda T. Sugimoto ◽  
Nicole R. Rigelman
Keyword(s):  
Formative Assessment ◽  
Teacher Candidates ◽  
Elementary Mathematics ◽  
Methods Course ◽  
Assessment Practices ◽  
Mathematics Methods ◽  
Elementary Mathematics Instruction ◽  
Mathematics Methods Course ◽  
Elementary Field ◽  
Assessment Strategies

This chapter describes an initiative to better prepare teacher candidates to use formative assessment practices in their elementary mathematics instruction. Specifically, the initiative involved a curriculum and pedagogical redesign of an elementary mathematics methods course sequence. During the redesign implementation, the instructors intentionally modeled formative assessment practices for teacher candidates and had teacher candidates complete scaffolded field-based assignments in their elementary field placement classrooms in order to practice formative assessment strategies. Throughout the chapter, there are illustrative examples of how the instructors implemented this initiative as well as how teacher candidates carried out the formative assessment practices in their settings. The chapter concludes with a discussion about teacher candidate growth and challenges when learning about and implementing formative assessment practices in mathematics.

scholarly journals The Impact of Near-Peer Teaching on Medical Students’ Transition to Clerkships

2018 ◽  
Vol 50 (1) ◽  
pp. 58-62 ◽  
Author(s):  
Alexander C. Knobloch ◽  
Christy J.W. Ledford ◽  
Sean Wilkes ◽  
Adam K. Saperstein
Keyword(s):  
Small Group ◽  
Self Efficacy ◽  
Health Care Team ◽  
Future Research ◽  
Similar Response ◽  
Curricular Innovation ◽  
Response Efficacy ◽  
Study Materials ◽  
Before And After ◽  
The Impact

Background and Objectives: The transition to clerkships is one of the most challenging times during medical school. To help students better cope, many schools have established transition-to-clerkship curricula. Such curricula may optimally prepare students through increasing their self-efficacy and response efficacy. We hypothesized that a small-group, near-peer-led format would be ideally suited to help students achieve these outcomes. Methods: During process improvement for a transition-to-clerkship curriculum, we conducted an informal focus group and subsequent survey of postclerkship students to guide curricular innovation, including incorporation of third- and fourth-year students as near-peer instructors in a seminar format. Seminars included three sequential small-group discussions focused on discrete topic areas and concluded with a large-group session highlighting salient discussion points. To evaluate the impact of this educational strategy, near-peer learners were surveyed before and after the seminars. Results: Junior student participants reported feeling more prepared to integrate into the health care team, develop a clerkship study plan, and access applicable, valuable study materials, both immediately following the seminars and 6 months later, demonstrating increased self-efficacy. These students placed equal or greater value on these topics as compared to students in previous year groups, demonstrating similar response efficacy. Conclusions: This study demonstrated an increase in student self-efficacy that persisted 6 months postintervention, in addition to similar response efficacy. Future research could be directed toward: (1) investigating whether improvements in self-efficacy among students transitioning to clerkships are associated with improved clerkship performance and (2) studying outcomes for near-peer teachers.

A Question of Calibration: A Review of the Self-Efficacy Beliefs of Students with Learning Disabilities

2002 ◽  
Vol 25 (2) ◽  
pp. 88-102 ◽  
Author(s):  
Rob Klassen
Keyword(s):  
Learning Disabilities ◽  
Self Efficacy ◽  
Research Question ◽  
Efficacy Beliefs ◽  
The Self ◽  
Future Research ◽  
Students With Learning Disabilities ◽  
Writing Difficulties ◽  
Students With Ld ◽  
Efficacy Measure

This article reviews the literature on the self-efficacy beliefs of students with learning disabilities (LD). Motivational and metacognitive difficulties of students with LD are briefly discussed, followed by a synopsis of Bandura's self-efficacy theory, with special attention to the issue of calibration. From the literature search, 22 studies met the criteria of (a) using a measure of self-efficacy, and (b) including a sample of students identified as having learning disabilities. The resulting body of literature is summarized and analyzed in terms of the nature of the sample, the performance task or domain, the self-efficacy measure used, the research question and outcomes, and the accuracy of calibration between perceived self-efficacy and task outcome. The results from this review suggest that in specific contexts — in the writing performance of students with specific writing difficulties, in particular — students appear to optimistically miscalibrate their self-efficacy. Methodological problems found in some of the research, such as “conceptual blurring,” are discussed. Finally, implications for practice are considered, and suggestions are made for future research.

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