Traditional vs. Retrospective Pretests for Measuring Science Teaching Efficacy Beliefs in Preservice Teachers

Cantrell, Pamela

doi:10.1111/j.1949-8594.2003.tb18116.x

Cited by 40 publications

(61 citation statements)

References 20 publications

(18 reference statements)

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“…Only using the conventional pretest-posttest design would have significantly reduced the level of change selfreported by participants, thereby identifying that the educational programme may have had less impact on student change than it actually had. The findings in this study, similar to a number of studies on outcomes following education programmes, indicated that students tended to overestimate their ability prior to the programme commencing (Hoogstraten 1982, Cantrell 2003. However, on completing the programme students recalibrated their perception and concluded that their preprogramme ability was not as high as originally thought.…”

Section: Discussionsupporting

confidence: 76%

Controlling response shift bias: the use of the retrospective pre‐test design in the evaluation of a master's programme

Drennan

Hyde

2008

Assessment & Evaluation in Higher Education

150

109

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Student self-report measures of change are widely used in evaluation research to measure the impact and outcomes of an educational programme or intervention.Traditionally the measures used to evaluate the impact of an educational programme on student outcomes and the extent to which students change is a comparison of the student's pretest scores with their posttest scores. However, this method of evaluating change may be problematic due to the confounding factor of response shift bias.Response shift bias occurs when the student's internal frame of reference of the construct being measured, for example research ability or critical thinking, changes between the pretest and the posttest due to the influence of the educational programme. To control for response shift bias the retrospective pretest method was used to evaluate the outcomes achieved from students completing a research module at master's level. The retrospective pretest method differs from the traditional pretestposttest design in that both posttest and pretest perceptions of respondents are collected at the same time. The findings indicated that response shift bias was evident in student self-reports of change, especially in subjects the student had been previously exposed to at undergraduate level. The retrospective pretest design found that the programme had significantly greater impact on outcomes that that identified using the traditional pretest-posttest design leading to the conclusion that students may overestimate their ability at the commencement of an educational programme.The retrospective pretest design is not a replacement for the traditional pretest-posttest measures but may be a useful adjunct in the evaluation of the impact of educational programmes on student outcomes.

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Section: Discussionsupporting

confidence: 76%

Controlling response shift bias: the use of the retrospective pre‐test design in the evaluation of a master's programme

Drennan

Hyde

2008

Assessment & Evaluation in Higher Education

150

109

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“…Increased accuracy can be viewed as a change in the underlying metric that treatment group students used when assessing their abilities. This recalibration or response-bias shift during a treatment was demonstrated by Howard (e.g., Howard & Dailey, 1979) and more recently by Cantrell (2003). Changes in selfassessment could occur through each of the processes displayed in Figure 1: joint construction of a rubric for appraising student work may influence self-observation by focusing student attention on particular aspects of performance.…”

Section: Discussionmentioning

confidence: 82%

Self‐assessment in a technology‐supported environment: the case of grade 9 geography

Ross

Starling

2008

Assessment in Education: Principles, Policy & Practice

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We investigated the impact of self-assessment training on student achievement and on computer self-efficacy in a technology-supported learning environment (grade 9 students using Global Information Systems software). We found that self-assessment had a positive effect on student achievement, accounting for 25% of the variance across three measures. The treatment effect was as large for females as for males and for those with low initial self-efficacy as it was for those with higher scores. In addition, self-efficacy increased more in the control than in the treatment group. We interpreted the self-efficacy results to be a positive outcome of the treatment: teachers may have used self-assessment training to depress the inflated selfperceptions of some teenagers. 4Self-Assessment in a Technology Supported Environment:The Case of Grade 9 Geography Most teachers include self-assessment in their repertoires (Noonan & Duncan, 2005), particularly if they are enacting assessment reform in their classrooms. Self-assessment embodies many of the key features of assessment reform (as defined by Aschbacher, 1991;Newman, 1997;Wiggins, 1993;. For example, interpreting one"s performance using explicit criteria meets the reform objective that assessments involve higher-level thinking and disciplined inquiry. Selfassessment that makes visible the procedures, criteria and standards of assessment meets the reform goal of transparency. Negotiating differences between student and teacher appraisals addresses the reform expectation that assessments provide students with opportunities for feedback and revision during the task. A central element of assessment reform is the expectation that assessments will contribute to improved student. However, evidence of the consequential validity of self-assessment is derived almost entirely from studies of classrooms in which technology is not in high use. In this article we will present the results of a study that investigated the consequential validity of self-assessment in a technology-supported environment (grade 9 Geography).In this article we will first review research on self-assessment to demonstrate that selfassessment is a valid and reliable technique for assessing student performance, particularly in contexts in which self-assessments are used for formative rather than summative purposes; that self-assessment contributes to student achievement in regular classrooms; and that few studies of the effects of self-assessment in technology-rich classrooms are available and these produced mixed results. We will argue, from a theoretical model of the mechanisms that link self-5 assessment to achievement, that researchers need to include student self-efficacy beliefs in examining the achievement effects of self-assessment in technology-supported learning environments. From this foundation we will report the results of a study of self-assessment involving Geography students in their first high school year. Foundation for the Study Self-assessmentIn this article we will follow Klenowski"s ...

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“…The existence of these two separate but intertwined conceptual strands has contributed to a lack of clarity about the nature of teacher efficacy (Tschannen-Moran, Woolfolk, & Hoy, 1998). As Ashton and Webb (1986) and Bandura (1997) have stated, teaching efficacy is broadly defined as a situation-specific expectation that teachers can help students learn (Cantrell, 2003).…”

Section: Teacher Self-efficacymentioning

confidence: 97%

“…Efficacy expectations influence teachers' thoughts and feelings, their choice of classroom activities, the amount of effort they are willing to expend, and their persistence in the face of obstacles (Cantrell, 2003).…”

Section: Teacher Self-efficacymentioning

confidence: 99%

Teacher Self-Efficacy Belief

Erdem¹,

Demirel²

2007

soc behav pers

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This study presents development and validation of a new measurement instrument to explore student-teachers' self-efficacy beliefs toward teaching. We developed and administered a survey to 346 student teachers at Hacettepe University, Ankara, Turkey in the Department of Elementary Education in the spring term of the 2003-2004 academic year. The nature of the study is descriptive. The aim is to describe what the real situation is. Standard scale development methods and factor analysis were used. The results of the study were strongly supported by the validity and reliability of the survey. Cronbach's alpha was calculated and the reliability coefficient was 0.92. For purposes of examining content validity, the opinions of experts on 5 subject matters were taken. Factor analysis was made to elicit the fundamental dimensions of the survey. As a result of the Kalse-Meyer-Olkin and Bartlett test (0.93), factor analysis was administered to the survey. A single-factor model was specified for the structure of the survey as anticipated.

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Traditional vs. Retrospective Pretests for Measuring Science Teaching Efficacy Beliefs in Preservice Teachers

Cited by 40 publications

References 20 publications

Controlling response shift bias: the use of the retrospective pre‐test design in the evaluation of a master's programme

Controlling response shift bias: the use of the retrospective pre‐test design in the evaluation of a master's programme

Self‐assessment in a technology‐supported environment: the case of grade 9 geography

Teacher Self-Efficacy Belief

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