A1 Refereed original research article in a scientific journal

Exploring pre-service special needs teachers’ assessment conceptions and assessment self-efficacy




AuthorsKyttälä Minna, Björn Piia Maria, Rantamäki Milla, Närhi Vesa, Aro Mikko

PublisherRoutledge, Taylor & Francis Group

Publication year2023

JournalEuropean Journal of Special Needs Education

eISSN1469-591X

DOIhttps://doi.org/10.1080/08856257.2021.2021871

Web address https://www.tandfonline.com/doi/full/10.1080/08856257.2021.2021871

Self-archived copy’s web addresshttps://research.utu.fi/converis/portal/detail/Publication/69082299


Abstract

This survey study (N = 148) investigates the interrelationships between assessment conceptions, assessment self-efficacy, prior education, and teaching experience amongst Finnish pre-service special educational needs teachers (pre-service SENs). The results showed that assessment conceptions and assessment self-efficacy are intertwined. Assessment conceptions, prior studies, and teaching experience were clustered into three different pre-service SEN types: Assessment Positives, Assessment Cautious, and Assessment Criticals. Pre-service SENs with assessment-positive or assessment-cautious conceptions reported higher assessment self-efficacy than students with assessment-critical conceptions. Practical implications are discussed.


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Last updated on 2024-26-11 at 12:07