The purpose of this exploratory study was to examine the impact of using alternate assessment methods as a means of promoting student self-efficacy. The study was conducted in a preK-8 public school located in Camden, NJ. The participants were 18 fourth grade students from a co-taught inclusion classroom. Two units of study were taught - one using traditional assessment methods, and one using alternate assessment methods. Students completed self-efficacy surveys before and after each unit, and were interviewed individually to obtain data about their opinions regarding the various alternate assessment techniques used. Student commentary and researcher observations were also analyzed as sources of data.
Significant findings point out that after the various alternate assessment methods were implemented, the overall self-efficacy ratings of the class improved. Additionally, the higher-functioning students of the class displayed less effort during the second unit of study and also preferred test-taking over portfolio assessment when it came to determining their grades. Implications for future research include exploring the topics of assessment and self-efficacy specifically for higher-functioning students.
","abstract_html":"<p>The purpose of this exploratory study was to examine the impact of using alternate assessment methods as a means of promoting student self-efficacy. The study was conducted in a preK-8 public school located in Camden, NJ. The participants were 18 fourth grade students from a co-taught inclusion classroom. Two units of study were taught - one using traditional assessment methods, and one using alternate assessment methods. Students completed self-efficacy surveys before and after each unit, and were interviewed individually to obtain data about their opinions regarding the various alternate assessment techniques used. Student commentary and researcher observations were also analyzed as sources of data.</p> <p>Significant findings point out that after the various alternate assessment methods were implemented, the overall self-efficacy ratings of the class improved. Additionally, the higher-functioning students of the class displayed less effort during the second unit of study and also preferred test-taking over portfolio assessment when it came to determining their grades. Implications for future research include exploring the topics of assessment and self-efficacy specifically for higher-functioning students.</p>","abstract_has_math":false,"creators":["McGrath, Meredith Leigh"],"institution":null,"degree_name":"M.S. in Teaching","degree_level":"Thesis","degree_discipline":"Interdisciplinary and Inclusive Education","degree_department":null,"school":null,"contributors":["Browne, Susan"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2007,"date_issued":"2007-07-01T07:00:00Z","date_published":"2007-07-01T07:00:00Z","updated_at":"2026-07-24T04:13:40Z","subjects":["Educational tests and measurements--New Jersey; Grading and marking (Students)--New Jersey","Elementary Education and Teaching"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://rdw.rowan.edu/etd/827","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Browne, Susan"]},{"key":"dc:creator","label":"Author","values":["McGrath, Meredith Leigh"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-03-29T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Interdisciplinary and Inclusive Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.S. in Teaching"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Educational tests and measurements--New Jersey; Grading and marking (Students)--New Jersey","Elementary Education and Teaching"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://rdw.rowan.edu/etd/827"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this exploratory study was to examine the impact of using alternate assessment methods as a means of promoting student self-efficacy. The study was conducted in a preK-8 public school located in Camden, NJ. The participants were 18 fourth grade students from a co-taught inclusion classroom. Two units of study were taught - one using traditional assessment methods, and one using alternate assessment methods. Students completed self-efficacy surveys before and after each unit, and were interviewed individually to obtain data about their opinions regarding the various alternate assessment techniques used. Student commentary and researcher observations were also analyzed as sources of data.
Significant findings point out that after the various alternate assessment methods were implemented, the overall self-efficacy ratings of the class improved. Additionally, the higher-functioning students of the class displayed less effort during the second unit of study and also preferred test-taking over portfolio assessment when it came to determining their grades. Implications for future research include exploring the topics of assessment and self-efficacy specifically for higher-functioning students.
"]},{"key":"dc:title","label":"Title","values":["Promoting student self-efficacy through assessment"]}]}],"canonical_facts":{"dc:contributor":["Browne, Susan"],"dc:creator":["McGrath, Meredith Leigh"],"dc:date.available":["2016-03-29T07:00:00Z"],"dc:description.abstract":["The purpose of this exploratory study was to examine the impact of using alternate assessment methods as a means of promoting student self-efficacy. The study was conducted in a preK-8 public school located in Camden, NJ. The participants were 18 fourth grade students from a co-taught inclusion classroom. Two units of study were taught - one using traditional assessment methods, and one using alternate assessment methods. Students completed self-efficacy surveys before and after each unit, and were interviewed individually to obtain data about their opinions regarding the various alternate assessment techniques used. Student commentary and researcher observations were also analyzed as sources of data.
Significant findings point out that after the various alternate assessment methods were implemented, the overall self-efficacy ratings of the class improved. Additionally, the higher-functioning students of the class displayed less effort during the second unit of study and also preferred test-taking over portfolio assessment when it came to determining their grades. Implications for future research include exploring the topics of assessment and self-efficacy specifically for higher-functioning students.
"],"dc:identifier":["https://rdw.rowan.edu/etd/827"],"dc:subject":["Educational tests and measurements--New Jersey; Grading and marking (Students)--New Jersey","Elementary Education and Teaching"],"dc:title":["Promoting student self-efficacy through assessment"],"thesis:degree_discipline":["Interdisciplinary and Inclusive Education"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.S. in Teaching"]},"updated_at":"2026-07-24T04:13:40Z"}