Latent Profiles of Teachers' Assessment Practices and Influences on Student Engagement and Efficacy: An Exploratory Study

• In Event: Sheraton Roundtable Session Sixteen
  In Roundtable Session: Educator Orientations to Student Assessment (Table 5)

Abstract

Teachers’ assessment practices and classroom learning culture have a strong influence on student achievement and meta-cognitive factors associated with learning. However, classroom assessment research has found wide variability in teachers assessment practices with mixed impacts on student outcomes. This study takes a person-centered approach by using latent profile analysis to examine how assessment practices and motivational characteristics merge to form teacher profiles. Four teacher profiles were identified that represented unique combinations of assessment strategies and motivation characteristics. Teachers who implemented a diverse set of assessment practices and supported both performance and mastery goal orientations were most effective in encouraging significantly higher levels of student-self efficacy.

Authors

• Lisa M. Abrams, Virginia Commonwealth University
  Presenting Author

• Jeen Mariam Joy, Virginia Commonwealth University
  Presenting Author