Experienced academics' emotions related to assessment

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http://hdl.handle.net/10138/320151

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Myyry , L , Karaharju-Suvanto , T , Vesalainen , M , Virtala , A-M , Raekallio , M , Salminen , O , Vuorensola , K & Nevgi , A 2020 , ' Experienced academics' emotions related to assessment ' , Assessment & Evaluation in Higher Education , vol. 45 , no. 1 , pp. 1-13 . https://doi.org/10.1080/02602938.2019.1601158

Title: Experienced academics' emotions related to assessment
Author: Myyry, Liisa; Karaharju-Suvanto, Terhi; Vesalainen, Marjo; Virtala, Anna-Maija; Raekallio, Marja; Salminen, Outi; Vuorensola, Katariina; Nevgi, Anne
Contributor: University of Helsinki, Department of Education
University of Helsinki, Department of Oral and Maxillofacial Diseases
University of Helsinki, Department of Education
University of Helsinki, University Management
University of Helsinki, Helsinki One Health (HOH)
University of Helsinki, Regenerative pharmacology group
University of Helsinki, Division of Pharmaceutical Chemistry and Technology
University of Helsinki, Department of Education
Date: 2020-01-02
Language: eng
Number of pages: 13
Belongs to series: Assessment & Evaluation in Higher Education
ISSN: 0260-2938
URI: http://hdl.handle.net/10138/320151
Abstract: The aim of this study was to examine the emotions higher education teachers associate with assessment and the factors in their teaching environment that triggered these emotions. As a starting point, Frenzel's model of teacher emotions and Pekrun's control-value theory of achievement emotions were used. The sample consisted of 16 experienced and pedagogically advanced teachers who participated in semi-structured interviews. After abductive content analyses, both positive and negative emotions were detected corresponding to Frenzel's and Pekrun's models. The main sources of emotions were validity of assessment, assessment methods, pedagogical development and assessment culture. This preliminary study indicates that assessment evokes both positive and negative emotions, and that validity of assessment is a prominent issue in evoking these emotions. Pedagogical training should deal with emotions and their regulation in assessment to help teachers in higher education to cope with negative emotions.
Subject: achievement emotions
boredom
burnout
coping strategies
performance
students
teachers
workload
assessment
experienced teachers
higher education
516 Educational sciences
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