Presented By: Zoelie Rivera Ocasio, Pennsylvania State University
Co-Authors: Laura Cruz, Pennsylvania State University
Daniel Foster, Pennsylvania State University
Charlie White, Pennsylvania State University

The contemporary globalized world with diverse and dynamic professional trajectories requires that students within their formative education grow broad capabilities in their career path. Career path selection is driven by elements of self-efficacy, the extent to which students perceive themselves as capable of performing particular tasks. Integrating assessments that foster career self-efficacy in agricultural science topics is a strategy to enhance learning outcomes while closing the gap between student learning goals and student actual performance. This study's objective is to describe the influence of course assessment strategies on post-secondary student career self-efficacy by employing electronic pre- and post-surveys, conducting a student focus group, and examination of student course artifacts. The descriptive research focused on undergraduate students (n=12) enrolled in an upper-division university soil science course as part of their course of study in agriculture. Three assessment formats were evaluated in a Latin Square Design: (A)-traditional assessment format, (B)-simulating a conversation with an academic peer or a farmer, and (C)-acting as a decision-maker. Pre- and post-surveys revealed an overall increase in confidence. Students' ability to choose alternative career paths if unsatisfied with their initial choice had one of the greatest increases in confidence while confidence regarding making plans for their goals in the next 5 years was relatively unchanged. During a focus group session, students mentioned a preference for alternative assessments that allowed them to practice real world skills, such as speaking with farmers. Aligning assessment strategies with the practical skills required in jobs can contribute to enhancing student career self-efficacy in that career area. The findings of the study emphasized the positive impact of incorporating alternative assessment formats, such as simulating conversations and acting as decision-makers, on students' confidence levels. Further research is recommended to explore instructor efficacy and professional development needs in utilizing alternative assessment strategies.