Exploring pre-service special needs teachers’ assessment conceptions and assessment self-efficacy

This survey study (N = 148) investigates the interrelationships between assessment conceptions, self-efficacy, prior education, and teaching experience amongst Finnish pre-service special educational needs teachers (pre-service SENs). The results showed that conceptions self-efficacy are intertwined. Assessment studies, were clustered into three different SEN types: Positives, Cautious, Criticals. Pre-service SENs with assessment-positive or assessment-cautious reported higher than students assessment-critical conceptions. Practical implications discussed.