Student perceptions of assessment and student self-efficacy in competence-based education |
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| Authors: | Mart van Dinther Filip Dochy Mien Segers Johan Braeken |
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| Institution: | 1. Department of Educational Sciences, Katholieke Universiteit Leuven, Leuven, Belgium;2. Department of Pedagogical Studies, Fontys University of Applied Sciences, Tilburg, The Netherlands;3. School of Business and Economics, Maastricht University, Maastricht, The Netherlands;4. Research Methodology group, Wageningen University and Research centre, Wageningen, The Netherlands;5. Centre for Educational Measurement Oslo (CEMO), University of Oslo, Oslo, Norway |
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| Abstract: | The purpose of this study was to provide insight into the interplay between student perceptions of competence-based assessment and student self-efficacy, and how this influences student learning outcomes. Results reveal that student perceptions of the form authenticity aspect and the quality feedback aspect of assessment do predict student self-efficacy, confirming the role of mastery experiences and social persuasions in enhancing student self-efficacy as stated by social cognitive theory. Findings do not confirm mastery experiences as being a stronger source of self-efficacy information than social persuasions. Study results confirm the predictive role of students’ self-efficacy on their competence outcomes. Mediation analysis results indicate that student’s perceptions of assessment have an indirect effect on student’s competence evaluation outcomes through student’s self-efficacy. Study findings highlight which assessment characteristics, positively influencing students’ learning, contribute to the effectiveness of competence-based education. Limitations of the study and directions for future research are indicated. |
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| Keywords: | self-efficacy assessment characteristics perceptions of assessment competence-based assessment student perceptions |
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