Development of the Measure of Assessment Self-Efficacy (MASE) for Quizzes and Exams

<p dir="ltr">This is the peer-reviewed but unedited manuscript accepted for publication. The final published version is available at <a href="https://doi.org/10.1080/0969594X.2022.2162481" target="_blank">https://doi.org/10.1080/0969594X.2022.2162481</a></p><p dir="ltr">Cite as:</p><p dir="ltr">Riegel, K., Evans, T., & Stephens, J. M. (2022). Development of the measure of assessment self-efficacy (MASE) for quizzes and exams. <i>Assessment in Education: Principles, Policy & Practice</i>,<i> 29</i>(6), 729-745. https://doi.org/10.1080/0969594X.2022.2162481</p><p dir="ltr"><b>Abstract:</b> 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 (<i>N</i> = 301) supported the hypothesised two-factor measurement models for both assessment scenarios. In Study 2, results from MGCFA (<i>N</i> = 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 (<i>N</i>s = 277; 329). Potential uses of the developed scales in educational research are discussed.</p>