Teacher Formative Assessment Self-Efficacy Through a Professional Learning Experience

• In Event: Investigating the Factors That Affect the Self-Efficacy of Novice and Experienced Teachers

Abstract

In this study, we used multilevel growth modeling to examine the impact of an intensive, year-long professional development program on teacher self-efficacy for formative assessment tasks and the relationship between self-efficacy and observed implementation of formative assessment practices in the classroom. Participants included 189 teachers from 17 schools across nine districts in a Pacific Northwestern state. Results showed a significant (p<.001), linear growth in self-efficacy through six measurement points. The relationship between self-efficacy and classroom practice was found to be weak-to-negative, suggesting a need to support teachers’ abilities to provide accurate self-assessment and to examine additional variables that may influence a teacher’s successful implementation of formative assessment.

Authors

• Chad M. Gotch, Washington State University

• Marcus I. Poppen, Washington State University - Pullman

• Jose E. Razo, Washington State University - Pullman

• Sheri Modderman, Washington State University