Influences of Self-Efficacy, Beliefs and Emotional States in Assessment in Preschool Education

Abstract

Assessment in preschool education refers to collecting, registering, and analyzing the data that describe the child's progress and achievements and helps in decision making based on the accumulated data interpretation. We have emphasized some definitions of the concept of assessment in education, perspectives on the role, importance, and effectiveness of the most appropriate method that measures, collects, analyzes, and disseminates the performance of preschoolers, and theories and practices for behavior strengthening. For this reasons, we investigated, based on a questionnaire-based quantitative survey, the status-related influences, beliefs, and emotional states in the practice of assessment in preschool education. We assumed that emotional balance, professional skills, beliefs, and teaching and assessment practices influence each other. The results proved that through the collaboration based on the respect given by know-how in education, assessment procedures can be created at the institutional level, to outline trajectories that will lead to academic and socio-emotional success for future students.