Exploring the Potential of Self-Assessment for Teachers' Development of ICT Competencies and Beliefs
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| Title: | Exploring the Potential of Self-Assessment for Teachers' Development of ICT Competencies and Beliefs |
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| Language: | English |
| Authors: | Giovanni Abbiati (ORCID |
| Source: | Educational Evaluation and Policy Analysis. 2026 48(1):112-137. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 26 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education |
| Descriptors: | Self Evaluation (Individuals), Teacher Competencies, Teacher Attitudes, Beliefs, Computer Attitudes, Information Technology, Computer Assisted Instruction, Secondary School Teachers, Foreign Countries, Teaching Methods, Evaluation Methods |
| Geographic Terms: | Cyprus, Czech Republic, Estonia, Finland, Greece, Italy, Lithuania, Portugal, Slovenia, Spain |
| DOI: | 10.3102/01623737241310449 |
| ISSN: | 0162-3737 1935-1062 |
| Abstract: | We evaluate the effects of an online self-assessment tool on teachers' competencies and beliefs about information and communication technologies (ICTs) in education. The causal impact of the tool is evaluated through a randomized encouragement design involving 7,391 lower secondary teachers across 11 European countries. Short-run impact estimates show that the use of the tool led teachers to critically revise their technology-enhanced teaching competencies (-0.14 standard deviations [SD]) and their beliefs about the use of ICT in education (-0.35 SD), while no impact on teachers' ICT training is found. The effects are concentrated among teachers in the top-end tail of the distribution of pre-treatment outcomes. We provide suggestive evidence that the feedback score provided by the tool triggered such results by providing a negative information shock. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1496488 |
| Database: | ERIC |
| Abstract: | We evaluate the effects of an online self-assessment tool on teachers' competencies and beliefs about information and communication technologies (ICTs) in education. The causal impact of the tool is evaluated through a randomized encouragement design involving 7,391 lower secondary teachers across 11 European countries. Short-run impact estimates show that the use of the tool led teachers to critically revise their technology-enhanced teaching competencies (-0.14 standard deviations [SD]) and their beliefs about the use of ICT in education (-0.35 SD), while no impact on teachers' ICT training is found. The effects are concentrated among teachers in the top-end tail of the distribution of pre-treatment outcomes. We provide suggestive evidence that the feedback score provided by the tool triggered such results by providing a negative information shock. |
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| ISSN: | 0162-3737 1935-1062 |
| DOI: | 10.3102/01623737241310449 |
