An investigation of preservice teachers’ perceptions on the impact of formative assessment on enhancing students’ academic self-efficacy
This is a study investigating pre-service teachers' perceptions of the impact of formative assessment on increasing students' academic self-efficacy. The study was conducted with primary preservice teachers to explore their perceptions on the use of formative assessment strategies and...
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| Tác giả chính: | |
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| Định dạng: | Bài viết |
| Ngôn ngữ: | English |
| Được phát hành: |
Trường Đại học Ngoại ngữ, Đại học Đà Nẵng
2025
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| Những chủ đề: | |
| Truy cập trực tuyến: | https://data.ufl.udn.vn/handle/UFL/2124 |
| Các nhãn: |
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| Thư viện lưu trữ: | Trường Đại học Ngoại ngữ - Đại học Đà Nẵng |
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| Tóm tắt: | This is a study investigating pre-service teachers' perceptions of the impact of
formative assessment on increasing students' academic self-efficacy. The study
was conducted with primary preservice teachers to explore their perceptions on
the use of formative assessment strategies and the impact on students’ academic
self-efficacy via questionnaire and interviews. The findings show that pre-service
teachers see formative assessment as an important tool for offering constructive
feedback and acknowledging student progress, both of which are necessary for
creating a pleasant learning environment and increasing self-efficacy. However,
some obstacles have been discovered, including a lack of experience in this
subject and a lack of understanding to provide appropriate feedback. The study
concludes by recommending that teacher education programs incorporate
significant formative assessment training and pointing out some limitations of
this study. This study contributes to the larger educational discourse about how
formative assessments might be designed to meet students' developmental needs
and boost their self-efficacy in academic settings. |
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