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Teachers’ Self-Efficacy in Assessment in Technology Education

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Handbook of Technology Education

Part of the book series: Springer International Handbooks of Education ((SIHE))

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Abstract

Self-efficacy is the belief in one’s ability to organize and execute the course of action required to produce results under different conditions using the skills one possesses; teachers’ self-efficacy is related to student achievement. This chapter provides an overview of self-efficacy theory related to teachers’ assessment practices within technology education, emphasising the great importance of strengthening teachers’ self-efficacy and collective efficacy as well as assessment literacy regarding their assessment practices in technology education as it affect students’ learning opportunities in school.

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Authors and Affiliations

  1. KTH Royal Institute of Technology, Stockholm, Sweden

    Eva Hartell

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  1. Eva Hartell
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Correspondence to Eva Hartell .

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Editors and Affiliations

  1. Department of Science Education and Communication, Delft University of Technology, Delft, The Netherlands

    Marc J. de Vries

Section Editor information

  1. Goldsmiths University of London, London, UK

    Kay Stables

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Hartell, E. (2018). Teachers’ Self-Efficacy in Assessment in Technology Education. In: de Vries, M. (eds) Handbook of Technology Education. Springer International Handbooks of Education. Springer, Cham. https://doi.org/10.1007/978-3-319-44687-5_56

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