Alternative Web-Based Assessment and Academic Self-Efficacy of Pre-Service Student Teachers

Introduction

To prepare 21^st century teachers, it is necessary to transform existing educational strategies, teaching activities, and evaluation methods in order to prepare teachers to meet the demands of a changing world. Self-efficacy is a 21^st century skill that plays a vital role in determining future teachers’ success and ability to excel in their profession. Self-efficacy is frequently described in terms of academic self-efficacy, which defines “learner judgments about one’s ability to successfully attain educational goals” (Honicke & Broadbent, 2016, p. 64). Academic self-efficacy influences teachers’ beliefs and attitudes, which in turn affect their motivation and ability in terms of teaching, judgment, decision-making, assessment, and evaluation, thus impact the quality and standard of activities practiced in the classroom (Manzar-Abbas, Khurshid, & Rizvi, 2018). “Teachers’ beliefs about their ability to teach well influence their students’ achievement. These teachers’ students become more successful than those of others” (Kahraman, 2014, p. 81).

The potential of assessment, as an essential part of every stage of the learning process, has been stressed by scholars. In recent years, alternative assessment methods have emerged as a nontraditional approach that depends on students’ active role in a multidimensional assessment process that determines what they know and can do and, on that basis, evaluates their performance (Tatar & Buldur, 2013). Advocates of alternative assessment have noted its positive influence on enhancing students’ performance, acquisition of knowledge, and learning skills (Hussein & Tawfik, 2016; Uto & Ueno, 2016; Aliasin & Amanlu, 2017). Alternative assessment is defined as “procedures and techniques which can be used within the context of instruction and can be easily incorporated into the daily activities of the school or classroom” (Aliasin & Amanlu, 2017, p. 161) in order to measure students’ performance and achievement. The potential of assessment, as an essential part of every stage of the learning process, has been stressed by scholars. In recent years, alternative assessment methods have emerged as a nontraditional approach that depends on students’ active role in a multidimensional assessment process that determines what they know and can do and, on that basis, evaluates their performance (Tatar & Buldur, 2013). Advocates of alternative assessment have noted its positive influence on enhancing students’ performance, acquisition of knowledge, and learning skills (Hussein & Tawfik, 2016; Uto & Ueno, 2016; Aliasin & Amanlu, 2017). Alternative assessment is defined as “procedures and techniques which can be used within the context of instruction and can be easily incorporated into the daily activities of the school or classroom” (Aliasin & Amanlu, 2017, p. 161) in order to measure students’ performance and achievement.

The relevant literature suggests that alternative assessment practices like self and peer-assessment are important approaches to enhance teachers' self-efficacy (Ören, Ormanci & Evrekli, 2014; Sahin-Taskin, 2014; Aliasin & Amanlu, 2017). Pre-service student teachers through using alternative assessment will identify strengths and weaknesses to support their own learning and teaching process (Van Diggelen, Den Brok & Beijaard, 2013; Nilsson, 2013). They will have the confidence and competencies necessary to be self-regulated, self-learners, actively engage their students, and continually participate in professional development, which in turn significantly enhance their self-efficacy.