Development of the Measure of Assessment Self-Efficacy (MASE) for Quizzes and Exams
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| Main Authors: | , , |
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| Format: | Preprint |
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2025
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| _version_ | 1866918130641534976 |
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| author | Riegel, Kaitlin Evans, Tanya Stephens, Jason M. |
| author_facet | Riegel, Kaitlin Evans, Tanya Stephens, Jason M. |
| contents | Self-efficacy is a significant construct in education due to its predictive relationship with achievement. Existing measures of assessment-related self-efficacy concentrate on students' beliefs about content-specific tasks but omit beliefs around assessment-taking. This research aimed to develop and test the Measure of Assessment Self-Efficacy (MASE), designed to assess two types of efficacy beliefs related to assessment (i.e., 'comprehension and execution' and 'emotional regulation') in two scenarios (i.e., a low-stakes online quiz and a high-stakes final exam). Results from confirmatory factor analysis in Study 1 (N = 301) supported the hypothesised two-factor measurement models for both assessment scenarios. In Study 2, results from MGCFA (N = 277) confirmed these models were invariant over time and provided evidence for the scales' validity. Study 3 demonstrated the exam-related MASE was invariant across cohorts of students (Ns = 277; 329). Potential uses of the developed scales in educational research are discussed. |
| format | Preprint |
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arxiv_https___arxiv_org_abs_2508_18631 |
| institution | arXiv |
| publishDate | 2025 |
| record_format | arxiv |
| spellingShingle | Development of the Measure of Assessment Self-Efficacy (MASE) for Quizzes and Exams Riegel, Kaitlin Evans, Tanya Stephens, Jason M. History and Overview Computers and Society Self-efficacy is a significant construct in education due to its predictive relationship with achievement. Existing measures of assessment-related self-efficacy concentrate on students' beliefs about content-specific tasks but omit beliefs around assessment-taking. This research aimed to develop and test the Measure of Assessment Self-Efficacy (MASE), designed to assess two types of efficacy beliefs related to assessment (i.e., 'comprehension and execution' and 'emotional regulation') in two scenarios (i.e., a low-stakes online quiz and a high-stakes final exam). Results from confirmatory factor analysis in Study 1 (N = 301) supported the hypothesised two-factor measurement models for both assessment scenarios. In Study 2, results from MGCFA (N = 277) confirmed these models were invariant over time and provided evidence for the scales' validity. Study 3 demonstrated the exam-related MASE was invariant across cohorts of students (Ns = 277; 329). Potential uses of the developed scales in educational research are discussed. |
| title | Development of the Measure of Assessment Self-Efficacy (MASE) for Quizzes and Exams |
| topic | History and Overview Computers and Society |
| url | https://arxiv.org/abs/2508.18631 |