Examining the Influence of Assessment Tool Design on Pre-Service Special Education Teachers’ Self-Efficacy, Metacognition, and Decision-Making

In 21st-century education, integrating thinking skills (metacognition, critical thinking, decision-making) into the curriculum and supporting them with effective assessment practices is essential. In this context, alternative assessment methods (e.g., performance tasks, portfolios) in special education allow for multidimensional student evaluation and support the development of pre-service teachers’ thinking skills. This study examined how designing assessment tools within a Measurement and Evaluation in Education course influenced pre-service special education teachers’ assessment self-efficacy, metacognitive skills, and decision-making. A mixed-methods approach was used with 26 second-, third-, and fourth-year undergraduate pre-service special education teachers enrolled in a teacher education program at a state university. Pre- and post-implementation data were collected through scales and open-ended questions. As part of a structured instructional process, participants received course-based instruction on traditional and alternative assessment methods and designed an assessment file for a unit in their field. Data also included self-assessment and opinion forms. Quantitative data were statistically analyzed; qualitative data underwent content analysis. Results revealed significant increases in assessment self-efficacy, a more conscious and strategic use of assessment-related metacognitive processes and greater reliance on evidence in decision-making, underscoring the value of integrating educational measurement and assessment practices into teacher education.