Alternative Web-Based Assessment and Academic Self-Efficacy of Pre-Service Student Teachers

Autor/in	Ismaeel, Dina Ahmed
Titel	Alternative Web-Based Assessment and Academic Self-Efficacy of Pre-Service Student Teachers
Quelle	In: International Journal of Web-Based Learning and Teaching Technologies, 15 (2020) 4, S.66-81, Artikel 5 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ismaeel, Dina Ahmed)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1548-1093
Schlagwörter	Alternative Assessment; Computer Assisted Testing; Self Efficacy; Student Teachers; Peer Evaluation; Evaluation Methods; Foreign Countries; Integrated Learning Systems; Scoring Rubrics; Saudi Arabia + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Ausland; Scoring formulas; Auswertungsbogen; Saudi-Arabien
Abstract	The aim of the present study was to identify the effect of web-based self and peer-assessment approaches on improving pre-service student teachers' academic self-efficacy. In this context, a study was carried out during the second semester of the 2018 academic year among 48 pre-service student teachers enrolled in the Teacher Preparation Program, at the College of Education at King Faisal University. The Academic Self-Efficacy of Alternative Web-Based Assessment survey questionnaire (ASEAWA) was used for the purpose of this study. The results highlighted the value of utilizing self and peer-assessment approaches to enhance pre-service student teacher academic self-efficacy. The study found no significant difference between the influence of web-based self and peer-assessment approaches on academic self-efficacy in terms of the two ASEAWA factors investigated: Academic Achievement and Academic Development. This study has several implications for designers and developers of teacher preparation programs as well as for further research in the field. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01