Staff Publications

Staff Publications

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    'Staff publications' is the digital repository of Wageningen University & Research

    'Staff publications' contains references to publications authored by Wageningen University staff from 1976 onward.

    Publications authored by the staff of the Research Institutes are available from 1995 onwards.

    Full text documents are added when available. The database is updated daily and currently holds about 240,000 items, of which 72,000 in open access.

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Record number 490406
Title Student perceptions of assessment and student self-efficacy in competence-based education
Author(s) Dinther, M. van; Dochy, F.; Segers, M.; Braeken, J.
Source Educational Studies 40 (2014)3. - ISSN 0305-5698 - p. 330 - 351.
DOI https://doi.org/10.1080/03055698.2014.898577
Department(s) Education and Learning Sciences
Publication type Refereed Article in a scientific journal
Publication year 2014
Keyword(s) beliefs - performance - framework - feedback - power
Abstract The purpose of this study was to provide insight into the interplay between student perceptions of competence-based assessment and student self-efficacy, and how this influences student learning outcomes. Results reveal that student perceptions of the form authenticity aspect and the quality feedback aspect of assessment do predict student self-efficacy, confirming the role of mastery experiences and social persuasions in enhancing student self-efficacy as stated by social cognitive theory. Findings do not confirm mastery experiences as being a stronger source of self-efficacy information than social persuasions. Study results confirm the predictive role of students' self-efficacy on their competence outcomes. Mediation analysis results indicate that student's perceptions of assessment have an indirect effect on student's competence evaluation outcomes through student's self-efficacy. Study findings highlight which assessment characteristics, positively influencing students' learning, contribute to the effectiveness of competence-based education. Limitations of the study and directions for future research are indicated.
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