A1 Refereed original research article in a scientific journal
Exploring pre-service special needs teachers’ assessment conceptions and assessment self-efficacy
Authors: Kyttälä Minna, Björn Piia Maria, Rantamäki Milla, Närhi Vesa, Aro Mikko
Publisher: Routledge, Taylor & Francis Group
Publication year: 2023
Journal: European Journal of Special Needs Education
eISSN: 1469-591X
DOI: https://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 address: https://research.utu.fi/converis/portal/detail/Publication/69082299
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.
Downloadable publication This is an electronic reprint of the original article. |