Experienced academics' emotions related to assessment

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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 organization: Department of Education
The Centre for University Teaching and Learning (HYPE)
Department of Social Research (2010-2017)
Social Psychology
Department of Oral and Maxillofacial Diseases
HUS Head and Neck Center
DAPHNE - Developing Assessment Practices in Higher Education
University Management
Anna-Maija Kristiina Virtala / Principal Investigator
Veterinary Microbiology and Epidemiology
Veterinary Biosciences
Helsinki One Health (HOH)
Marja Raekallio / Principal Investigator
Equine and Small Animal Medicine
Regenerative pharmacology group
Drug Research Program
Outi Salminen / Principal Investigator
Division of Pharmacology and Pharmacotherapy
Division of Pharmaceutical Chemistry and Technology
Caledonia - Campus Learning and Development Initiatives Hub
Anne-Marja Nevgi / Principal Investigator
Education of Education
Teachers' Academy
Date: 2020-01-02
Language: eng
Number of pages: 13
Belongs to series: Assessment & Evaluation in Higher Education
ISSN: 0260-2938
DOI: https://doi.org/10.1080/02602938.2019.1601158
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
coping strategies
experienced teachers
higher education
516 Educational sciences
Peer reviewed: Yes
Rights: unspecified
Usage restriction: openAccess
Self-archived version: acceptedVersion

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