Validation of a Classroom Assessment Self-Efficacy Scale for Preservice Teachers

• In Event: AERA Poster Session Saturday 7:45 am
  In Poster Session: Program Design and Praxis in Preservice Teacher Education: Emotions, Efficacy, and Community Engagement

Abstract

Classroom assessment plays a critical role in effective teaching and should be a key component of teacher preparation programs. Few instruments with strong evidence of validity and reliability exist that measure self-efficacy in this domain, particularly among preservice teachers. This survey validation study examined psychometric properties of the Classroom Assessment Self-Efficacy Scale (CASES), designed to assess preservice teachers’ self-efficacy in performing essential classroom assessment tasks. Utilizing 223 survey responses, we investigated three types of validity evidence using quantitative methods: response processes, internal structure, and relationships to other variables. Results supported CASES as a psychometrically sound tool for evaluating assessment-focused teacher education programs and advancing research on assessment-related constructs. Findings have implications for teacher education, policy, and measurement in educational assessment.

Authors

• Yiyun Fan, Binghamton University - SUNY

• Timothy D. Folger, Binghamton University - SUNY

• Connor J. Sondergeld, MetriKs

• Toni A. May, Binghamton University - SUNY

• Gregory E. Stone, University of Toledo