How Technology Integration Beliefs Influence Chinese Teachers' Diversified Assessment Practices: The Chain Mediating Roles of Digital Teaching Self‐Efficacy and Technology Integration Practices

ABSTRACT Against the backdrop of education systems' digital transformation, a central question concerns how teachers' beliefs are translated into innovative classroom practice. Drawing on Value–Belief–Norm (VBN) theory, this study examines whether and how teachers' technology integration beliefs shape diversified student assessment practices through the serial mediating roles of digital teaching self‐efficacy and technology integration practices. Using data from 1298 teachers in the Shanghai (China) sample of the Organisation for Economic Co‐operation and Development (OECD) Teaching and Learning International Survey (TALIS) 2024, we conducted serial mediation analyses using PROCESS Model 6, with bootstrapped confidence intervals. The findings show that: (1) technology integration beliefs significantly and positively predict digital teaching self‐efficacy, technology integration practices and diversified student assessment practices; (2) digital teaching self‐efficacy and technology integration practices each exert significant independent mediating effects; and (3) they also operate sequentially, revealing a coherent mechanism through which beliefs are converted into professional behaviour. By validating the applicability of VBN theory to educational technology research, this study offers a theoretically grounded account of teachers' assessment innovation and provides implications for policy and practice: strengthening teachers' technology integration beliefs and enhancing digital teaching self‐efficacy may be pivotal levers for advancing diversified assessment practices.