E-Assessment of Student-Teachers' Competence as New Teachers

Autor/inn/en	Admiraal, Wilfried; Janssen, Tanja; Huizenga, Jantina; Kranenburg, Frans; Taconis, Ruurd; Corda, Alessandra
Titel	E-Assessment of Student-Teachers' Competence as New Teachers
Quelle	In: Turkish Online Journal of Educational Technology - TOJET, 13 (2014) 4, S.21-29 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1303-6521
Schlagwörter	Student Teachers; Teacher Competency Testing; Computer Assisted Testing; Beginning Teachers; Portfolio Assessment; Teacher Education Programs; Intervention; Psychometrics; Pretests Posttests; Questionnaires; Use Studies; Evaluation Methods; Experimental Groups; Control Groups; Teacher Educators; Teacher Attitudes; Foreign Countries; Teacher Competencies; Online Surveys; Case Studies; Qualitative Research; Statistical Analysis; Netherlands + Suchen Sie Ihr Suchwort? Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Junior teacher; Junglehrer; Portfoliobeurteilung; Psychometry; Psychometrie; Fragebogen; Benutzerschulung; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Lehrerverhalten; Ausland; Lehrkunst; Case study; Fallstudie; Case Study; Qualitative Forschung; Statistische Analyse; Niederlande
Abstract	In teacher education programmes, text-based portfolios are generally used to assess student-teachers' competence as new teachers. However, striking discrepancies are known to exist between the competencies reflected in a written portfolio and the competencies observed in actual classroom practice. Multiple assessments should be used to provide a more valid assessment of student-teachers' competence as new teachers. Technology can support this kind of multiple and flexible ways of assessment. In a Research & Development project, four types of e-assessments were designed, implemented and evaluated in 27 interventions in 13 post-graduated teacher education programs in the Netherlands. Teacher educators reported positive outcomes of the interventions in terms of new procedures, materials and tools. No significant effects were found of the implementation of the four types of e-assessments on the evaluation by either teacher educators or student-teachers. A possible explanation for this absence of effects might be teething problems of the interventions implemented. (As Provided).
Anmerkungen	Sakarya University. Esentepe Campus, Adapazari 54000, Turkey. Tel: +90-505-2431868; Fax: +90-264-6141034; e-mail: tojet@sakarya.edu.tr; Web site: http://www.tojet.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10