Indian Teachers' Background, Assessment Competence, Self-Efficacy, and Self-Perceived Assessment Skills Effects on Assessment Practices

• In Event: The Complex Issues of Education From Across the Boarders

Abstract

Teacher-conducted assessments are necessary to gather important information to facilitate student learning and academic success. Unfortunately, there is a lack of consistency in teacher knowledge of assessment and assessment practices. While previous research identified a gap in teacher competence and teacher perceptions of their competence, and that this affects classroom assessment practices that then impact student learning, the research is limited, outdated, and not grounded in any theoretical framework. This study addresses gaps in literature and establishes self-efficacy as a theoretical framework in which classroom assessment can be studied. Data was collected in India, and a path analysis was conducted to examine the relationships between teacher competence, perceptions of their competence, elf-efficacy and classroom assessment practices.

Authors

• Manognya Murukutla, Touro University - Nevada

• Alice J. Corkill, University of Nevada - Las Vegas