The role of teachers’ beliefs in the implementation of self-assessment: Validation of the “Teachers’ beliefs and attitudes towards SSA” scale
Keywords:
Teachers' beliefs, Self-assessment, Formative assessment, Scale self-assessment, Faculty developmentAbstract
Self-assessment (SSA) in widely recognized today as a key component of formative assessment processes, as it fosters metacognitive awareness and learner responsibility. The present study aims to validate the “Teachers’ Beliefs and Attitudes towards SSA” scale by Baidoo-Anu et al. in the Italian context. Designed to systematically investigate teachers’ beliefs and attitudes towards self-assessment, the scale was administered to a large sample of 749 in-service teachers working in Italian schools. The study examined the psychometric properties of the instrument, including reliability, construct validity, and factorial structure. Findings reveal that positive beliefs are significantly associated with a greater tendency to integrate self-assessment into teaching practices, whereas negative beliefs appear to hinder its adoption. Overall, the study highlights the need to provide targeted professional development opportunities aimed at fostering a positive evolution of teachers’ beliefs, thereby helping to overcome the cultural and operational barriers that still limit the widespread implementation of self-assessment and, ultimately, promote quality education.
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