The aim of this study was to examine whether prospective teachers’ efficacy beliefs played significant mediating roles in the relationships between their assessment-related values and practices. A total of 423 prospective teachers voluntarily participated in the study. Results of the present study showed that the relationships between prospective teachers’ values and practices were partly, but significantly, mediated by their efficacy beliefs in terms of their conceptions of making learning explicit and promoting learning autonomy. Furthermore, results also showed that the relationships between prospective teachers’ efficacy beliefs and conceptions of performance orientation were non-significant in terms of their values and practices. Based on the results of the present study, it was suggested that prospective teachers’ conceptions of assessment should be considered together with their efficacy beliefs during teacher education process.
