Abstract:

This article presents a study with the primary objective of contributing to knowledge of how self-efficacy beliefs are linked to assessment situations where usually a group of college students play. We work with 133 students of undergraduate public university of Cordoba (Argentina). We did a mixed methodological approach, using: questionnaires Multidimensional Scales of Perceived Self-efficacy Bandura, Motivated Strategies Learning Questionnaire and ad-hoc questionnaire on perceptions and appreciation of context; observations of instances of evaluation; grades obtained by students and slogans evaluation requested them. Results: Students with good motivational profile and confidence in their abilities to perform; we also observed two types of evaluative contexts, tasks partial reaches large and traditional, with differences in: self-efficacy beliefs of students, their assessments and perceptions about, deployed feedback, obtained academic performance, space for the deployment of autonomy, etc.; In the same way were identified negative perceptions of students on partial and positive about the tasks identified broad scope. Conclusion: evaluation contexts influence self-efficacy beliefs and academic performance of students and vice versa. Future research could be directed to the links between self-efficacy and: the construction of the evaluation criteria, and/or clarity of slogans evaluation.

Key words: educational evaluation; self-efficacy beliefs; university students; Argentina.