Mathematics Self-Efficacy and Mathematical Problem Solving: Implications of Using Different Forms of Assessment

Abstract

Abstract The mathematics self-efficacy and problem-solving performance of 327 middle-school students were assessed using two forms of assessment (traditional multiple-choice vs. open-ended fill-in-the-blank). The purpose was to determine whether varying the assessment format would influence students' self-efficacy judgments or alter the relationship between self-efficacy and performance. No differences in self-efficacy resulted from the different forms of assessment Students who took the multiple-choice performance test obtained higher scores than did students who took the open-ended test The latter group had poorer calibration, that is, the degree to which students' judgments of their capability reflect their actual competence. This finding suggests that students' self-perceptions of their mathematics capability may be less accurate than has previously been reported or that students' familiarity with traditional assessment formats creates an expectancy of a performance task that is multiple choice in nat...