NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1113176
Record Type: Journal
Publication Date: 2016
Pages: 9
Abstractor: As Provided
ISSN: ISSN-2153-2974
Preservice Teachers' Perception of Assessment Strategies in Online Teaching
McVey, Michael
Journal of Digital Learning in Teacher Education, v32 n4 p119-127 2016
This descriptive study examines online assessment strategies employed by preservice teacher candidates when creating thematic learning experiences in online teaching environments. Using the learning management system Moodle as part of their innovative training, this review of a sample of 395 candidate-created instructional units across all grades and most subject areas examines their use of a variety of assessment instruments to gather both formative and summative data. The large data set allowed the researcher to infer the teacher candidates' understanding of the value of different assessment types and their use in an assessment strategy for the unit. Learning management systems have many built-in affordances, including the ability for teachers to make quizzes, host discussion forums, use concept mapping, and facilitate collaborative projects using multimedia as well as text. In this study, the majority of students cautiously made use of more traditional tools such as quizzes and reports without taking full advantage of the power and potential of collaborative and creative potential in the development of authentic assessments. Analysis of these data showed that teacher candidates at the upper elementary level and in subjects like Science and Language Arts made far greater use of open-ended summative assessment activities than did other subgroupings.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Michigan
Grant or Contract Numbers: N/A