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This pilot study evaluates how formative assessment processes affect early-career teachers, examining their views on student evaluation, their perceived assessment self-efficacy, and the assessment approaches they select. Among 152 elementary school interns, 98 completed questionnaires at both mid- and end-of-year points. Results show assessment self-efficacy rose 9.6% and perceptions of assessment as formative increased by 10%. Formative assessment during internships should be strengthened to improve classroom assessment use and maximize benefits.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/assessment-literacy-the-process-of-evaluating-early-career-teachers-and-its-association-with-assessment-self-efficacy/591322/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/assessment-literacy-the-process-of-evaluating-early-career-teachers-and-its-association-with-assessment-self-efficacy/591322.png","ImageObject",300,407,{"name":92,"@type":93},"eBook King","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-02","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the study investigate about assessment literacy?","Question",{"text":112,"@type":113},"It examines evaluating early-career teachers and how that process is associated with assessment self-efficacy, focusing on interns’ perceptions and their chosen assessment methods.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the pilot study conducted?",{"text":117,"@type":113},"It involved 152 elementary school interns who completed self-report questionnaires midway through and at the end of their internship year; 98 completed at both time points.",{"name":119,"@type":110,"acceptedAnswer":120},"What were the main findings regarding teachers’ assessment self-efficacy?",{"text":121,"@type":113},"Assessment self-efficacy increased by 9.6%, and perceptions of assessment as a formative process increased significantly by 10%.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},591322,1792171085,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962088006270,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","African EducaƟonal Research Journal Vol. 12(3), pp. 210-223, August 2024  \nDOI: 10. 30918/AERJ.123.24.039 ISSN: 2354-2160  \nFull Length Research Paper  \nAssessment literacy: The process of evaluating earlycareer teachers and its association with assessment self-efficacy  \nKeren Tal-Amsili, Avidan Milevsky, Aleksandra Gerkerova* and Nitza Davidovitch  \nEducation Studies, Ariel University, POB 3 , Kiryat Hamada, Ariel, Israel 40700, Israel.  \nAccepted 30 July, 2024  \n\n| ABSTRACT\u003Cbr>Assessment is an important skill acquired by graduates of higher education, especially those from teacher education programs. This pilot study examined the effects of formative assessment processes on earlycareer teachers, focusing on their perspectives on student evaluation, their perceived self-efficacy in assessment, and the assessment methods they chose for their students. Participants, who were 152 teachers interning at elementary schools, completed self-report questionnaires midway through and at the end of their internship year. Out of these, 98 teachers completed the questionnaire at both time points. Key findings showed that assessment self-efficacy increased by 9.6% and perceptions of assessment as a formative process also rose significantly by 10% . The study suggests that formative assessment during teacher internships should be reinforced to enhance teachers' use of assessment in their classrooms. Additionally, it highlights the importance of improving assessment processes during internships, enabling teachers to maximize the benefits of assessments. This improvement not only optimizes their professional skills but also enhances their ability to conduct formative assessments among their students.\u003Cbr>Keywords: Assessment, higher education, self-efficacy, early-career teachers, teaching internships. |\n| --- |\n| *Corresponding author. E-mail: [gerkerova@ukr.net.](gerkerova@ukr.net.) . |\n\nINTRODUCTION  \nIn recent decades, educational approaches have shifted from traditional teacher-led instruction to a constructivist paradigm, where teachers guide students in constructing knowledge (Libman, 2013; Levy-Feldman, 2020) . Research by Vygotsky (1983) and Bruner (1987) emphasizes the importance of social interaction and discovery learning, which are central to constructivist theories. However, the application of constructivist approaches to student evaluation has received less attention. Summative assessment, aligned with the traditional-positivist approach, remains widely used to grade and report student performance (Birenbaum, 2018) . In contrast, formative assessment focuses on providing feedback to enhance learning, promoting student motivation and self-efficacy (Yan and Brown, 2021) .  \nDespite its benefits, formative assessment is not widely utilized.  \nTeachers' use of formative assessment is influenced by their beliefs about student evaluation. Research identifies four main beliefs: 1) formative assessment improves learning efficiency; 2) summative assessment fosters accountability (Opre, 2015); 3) summative assessment allows for comparison of achievements; 4) assessment is irrelevant to teaching and learning, potentially causing anxiety and detracting from self-esteem (Harris et al. , 2008) .  \nTeachers' assessment conceptions are shaped during their early training. In Israel, after completing academic studies, teachers undergo a one-year internship with mentorship and peer workshops. Midway through the  \nTal-Amsili et al. 211  \ntheir licensure (Ministry of Education, 2020) . Interns also self-evaluate their achievements.  \nWhile there is considerable research on teachers' beliefs about assessment, empirical studies specifically examining how these beliefs evolve during the early stages of teachers' careers are scarce. Furthermore, little is known about the impact of formative feedback received during the induction year on teachers' assessment selfefficacy. This pilot study examines how formative assessment during the induction year affect","cbCaiasSjrF2WTKg","https://ap.wps.com/l/cbCaiasSjrF2WTKg","pdf",256293,14,"English","# ABSTRACT\n# INTRODUCTION\n## Constructivist paradigm and evaluation\n## Formative vs summative assessment\n## Teachers’ assessment beliefs and early training\n## Induction year effects and research gaps\n## Learning analytics and AI support\n## Implications for teacher education\n# Teacher induction programs worldwide","[{\"question\":\"What does the study investigate about assessment literacy?\",\"answer\":\"It examines evaluating early-career teachers and how that process is associated with assessment self-efficacy, focusing on interns’ perceptions and their chosen assessment methods.\"},{\"question\":\"How was the pilot study conducted?\",\"answer\":\"It involved 152 elementary school interns who completed self-report questionnaires midway through and at the end of their internship year; 98 completed at both time points.\"},{\"question\":\"What were the main findings regarding teachers’ assessment self-efficacy?\",\"answer\":\"Assessment self-efficacy increased by 9.6%, and perceptions of assessment as a formative process increased significantly by 10%.\"}]","Assessment literacy: The process of evaluating early-career teachers and its association with assessment self-efficacy | PDF",1792071586,35]