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Keywords

classroom assessment, self-efficacy, validity, reliability, preservice teachers, Rasch measurement, instrument validation

Abstract

Preservice teachers often lack confidence in classroom assessment, highlighting the need for robust tools to measure assessment self-efficacy. The Classroom Assessment Self-Efficacy Survey (CASES) was designed to address this need. It comprises 24 items across two subscales: Evaluating Others’ Confidence (EOC) and Personal Performance Confidence (PPC). This study examined the psychometric properties of CASES using 223 responses from preservice teachers. Rasch modeling and other statistical techniques were applied to evaluate validity evidence based on response processes, internal structure, and relations to other variables. Results showed that CASES functioned as intended. Rating scale use was consistent with expectations, and reliability and separation indices were excellent. Both subscales demonstrated unidimensionality. A dependent-samples t-test indicated that participants reported significantly higher confidence on EOC items than PPC items, supporting the hypothesized difference between evaluating and performing assessment tasks. Independent-samples t-tests confirmed the hypothesized differences in CASES results between participants with and without assessment-focused training. Collectively, results provide strong evidence for the reliability and validity of outcome data from CASES as a measure of classroom assessment self-efficacy. The tool holds promise for supporting research and practice in teacher education, particularly in identifying areas for targeted assessment training and monitoring changes in preservice teachers’ self-efficacy over time.

Creative Commons License

Creative Commons Attribution-NonCommercial 4.0 International License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License

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