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

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

• Yan, Zi The Education University of Hong Kong
• King, Ronnel B. The Chinese University of Hong Kong

Assessment in Education: Principles, Policy and Practice, 2023

Routledge

2023

• M Teachers & Education for Teachers
  • MH Teacher Evaluation : Teacher Effectiveness

Social Contagion Formative Assessment Self-efficacy Collective Efficacy

• Hong Kong

• 1997.7 onwards

• Primary Education
• Secondary Education

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. Copyright © 2023 Informa UK Limited, trading as Taylor & Francis Group.

• English

Journal Articles

• 0969594X

• 10.1080/0969594X.2023.2198676

https://bibliography.lib.eduhk.hk/en/bibs/f2ffef21

2023-08-10