The conception of pre-service teachers on school assessment and the correlation with their self-efficacy level
The conception of pre-service teachers on school assessment and the correlation with their self-efficacy level

Summary/Abstract: The study aims to highlight the concept of assessment of pre-service teachers (N = 119) and the factors that could influence it, such as: the background and the level of self-efficacy. The working tools were: Teachers' Conceptions of Assessment inventory (Brown, 2006), Teachers' Conceptions of Assessment based on QMCoA-Qualitative Model of Conceptions of Assessment (Remesal, 2011) and Teacher Self-efficacy Scale (Schwarzer et al., 1999). The results only partially support the hypotheses of the study. The students’ background may influence the conception of pre-service teachers on assessment on the learning accreditation subscale, where statistically significant differences were found in intragroup comparisons (t=-2.096, p <0.05), with higher means in rural areas. However, they consider the assessment more relevant than those in urban areas (t = 2.048, p < 0.05). The hypothesis of the study is not supported in the correlational study either, the level of self-efficacy does not influence the respondents’ conception of school assessment. However, the results of the descriptive studies highlight the fact that the participants in the study give great importance to the assessment on the components: improvement, student accountability, learning accreditation. Also, they consider that assessment is not irrelevant in the educational process. These data open new directions in educational research on the factors that can contribute to the formation of the concept of assessment of pre-service teachers.

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