Assessment is contagious: the social contagion of formative assessment practices and self-efficacy among teachers

IF 2.7 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Assessment in Education-Principles Policy & Practice Pub Date : 2023-03-04 DOI:10.1080/0969594X.2023.2198676

Zi Yan, Ronnel B. King

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引用次数: 1

Abstract

ABSTRACT Social contagion has been documented across various domains. However, this phenomenon has not been explored in relation to formative assessment in schools. This study examines the social contagion of school teachers’ formative assessment practices and self-efficacy. A sample of 296 teachers from 12 Hong Kong primary and secondary schools participated in this study. All participants completed the same questionnaire twice, one year apart. The longitudinal results showed that formative assessment practices and self-efficacy were socially contagious. When teachers had colleagues who engaged in formative assessment practices and had high self-efficacy, they were more likely to engage in formative assessment and become more efficacious themselves. Also, school-level formative assessment self-efficacy predicted individual-level formative assessment practices demonstrating the importance of collective efficacy. The findings can inform the provision of school support and the design of teacher professional development programmes for promoting formative assessment in schools.

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评价具有传染性:形成性评价实践和教师自我效能感的社会传染

社会传染已被记录在各个领域。然而，这一现象尚未在学校的形成性评估中得到探讨。本研究探讨学校教师形成性评价实践与自我效能的社会传染。本研究以香港12所中小学的296名教师为样本。所有参与者都完成了同样的问卷两次，间隔一年。纵向结果表明，形成性评价实践和自我效能感具有社会传染性。当教师有参与形成性评价实践的同事且自我效能感高时，教师更有可能参与形成性评价，自身也会变得更有效。此外，学校层面的形成性评估自我效能预测了个人层面的形成性评估实践，证明了集体效能的重要性。研究结果可为学校提供支援和设计教师专业发展计划提供参考，以促进学校的形成性评估。

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来源期刊

Assessment in Education-Principles Policy & Practice EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.70

自引率

3.10%

发文量

期刊介绍： Recent decades have witnessed significant developments in the field of educational assessment. New approaches to the assessment of student achievement have been complemented by the increasing prominence of educational assessment as a policy issue. In particular, there has been a growth of interest in modes of assessment that promote, as well as measure, standards and quality. These have profound implications for individual learners, institutions and the educational system itself. Assessment in Education provides a focus for scholarly output in the field of assessment. The journal is explicitly international in focus and encourages contributions from a wide range of assessment systems and cultures. The journal''s intention is to explore both commonalities and differences in policy and practice.