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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Trường Đại học Ngoại ngữ, Đại học Đà Nẵng
2025
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oai:data.ufl.udn.vn:UFL-21242025-05-23T04:05:34Z An investigation of preservice teachers’ perceptions on the impact of formative assessment on enhancing students’ academic self-efficacy NCKH2024-161 Phạm Quỳnh Anh self-efficacy 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 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. 2025-05-23T04:05:28Z 2025-05-23T04:05:28Z 2024 Working Paper https://data.ufl.udn.vn/handle/UFL/2124 en application/pdf Trường Đại học Ngoại ngữ, Đại học Đà Nẵng |
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Trường Đại học Ngoại ngữ - Đại học Đà Nẵng |
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English |
| topic |
self-efficacy academic self-efficacy |
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self-efficacy academic self-efficacy Phạm Quỳnh Anh An investigation of preservice teachers’ perceptions on the impact of formative assessment on enhancing students’ academic self-efficacy |
| description |
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. |
| format |
Working Paper |
| author |
Phạm Quỳnh Anh |
| author_facet |
Phạm Quỳnh Anh |
| author_sort |
Phạm Quỳnh Anh |
| title |
An investigation of preservice teachers’ perceptions on the impact of formative assessment on enhancing students’ academic self-efficacy |
| title_short |
An investigation of preservice teachers’ perceptions on the impact of formative assessment on enhancing students’ academic self-efficacy |
| title_full |
An investigation of preservice teachers’ perceptions on the impact of formative assessment on enhancing students’ academic self-efficacy |
| title_fullStr |
An investigation of preservice teachers’ perceptions on the impact of formative assessment on enhancing students’ academic self-efficacy |
| title_full_unstemmed |
An investigation of preservice teachers’ perceptions on the impact of formative assessment on enhancing students’ academic self-efficacy |
| title_sort |
investigation of preservice teachers’ perceptions on the impact of formative assessment on enhancing students’ academic self-efficacy |
| publisher |
Trường Đại học Ngoại ngữ, Đại học Đà Nẵng |
| publishDate |
2025 |
| url |
https://data.ufl.udn.vn/handle/UFL/2124 |
| _version_ |
1848488682073358336 |