Preservice Teachers’ Use of Mobile Technology for Assessment: Comparing Usefulness and Agency in CB-SEM

Abstract

Understanding the educational community’s adoption of technological tools is crucial to improving assessment practices. This study explores preservice teachers’ acceptance of mobile devices in assessment by comparing the Technology Acceptance Model (TAM) with a new model that redefines perceived usefulness according to formative and summative assessment. The study also analyzes autonomy and self-efficacy as antecedents. Based on data from 262 preservice teachers from a public university in central Spain, the covariance-based structural equation modeling (CB-SEM) analysis confirms the proposed model’s fit. Results underline the relevance of tailoring perceived usefulness to assessment functions and the need to adapt the training policies.