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.

Original languageEnglish
JournalAssessment & Evaluation in Higher Education
Number of pages13
ISSN0260-2938
DOIs
Publication statusPublished - 8 Apr 2019
MoE publication typeA1 Journal article-refereed

Fields of Science

  • achievement emotions
  • boredom
  • burnout
  • coping strategies
  • performance
  • students
  • teachers
  • workload
  • assessment
  • experienced teachers
  • higher education
  • 516 Educational sciences

Cite this

@article{0ff57bc4fe5e4c70bd4c404debb15611,
title = "Experienced academics' emotions related to assessment",
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.",
keywords = "achievement emotions, boredom, burnout, coping strategies, performance, students, teachers, workload, assessment, experienced teachers, higher education, 516 Educational sciences",
author = "Liisa Myyry and Terhi Karaharju-Suvanto and Marjo Vesalainen and Anna-Maija Virtala and Marja Raekallio and Outi Salminen and Katariina Vuorensola and Anne Nevgi",
year = "2019",
month = "4",
day = "8",
doi = "10.1080/02602938.2019.1601158",
language = "English",
journal = "Assessment & Evaluation in Higher Education",
issn = "0260-2938",
publisher = "TAYLOR & FRANCIS LTD",

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T1 - Experienced academics' emotions related to assessment

AU - Myyry, Liisa

AU - Karaharju-Suvanto, Terhi

AU - Vesalainen, Marjo

AU - Virtala, Anna-Maija

AU - Raekallio, Marja

AU - Salminen, Outi

AU - Vuorensola, Katariina

AU - Nevgi, Anne

PY - 2019/4/8

Y1 - 2019/4/8

N2 - 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.

AB - 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.

KW - achievement emotions

KW - boredom

KW - burnout

KW - coping strategies

KW - performance

KW - students

KW - teachers

KW - workload

KW - assessment

KW - experienced teachers

KW - higher education

KW - 516 Educational sciences

U2 - 10.1080/02602938.2019.1601158

DO - 10.1080/02602938.2019.1601158

M3 - Article

JO - Assessment & Evaluation in Higher Education

JF - Assessment & Evaluation in Higher Education

SN - 0260-2938

ER -