The Potential of Simulation Assessments in Professional Development

Autor/inn/en	Dove, Anthony; Borland, Jennifer; Wiley, Caroline R. H.; Moylan, Adam; Thacker, Arthur; Dunleavy, Matthew
Titel	The Potential of Simulation Assessments in Professional Development
Quelle	In: Journal of Educational Technology Systems, 51 (2023) 3, S.340-371 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dove, Anthony) ORCID (Moylan, Adam)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-2395
DOI	10.1177/00472395221138789
Schlagwörter	Faculty Development; Inservice Teacher Education; Program Effectiveness; Mathematics Instruction; Elementary School Mathematics; Word Problems (Mathematics); Computer Simulation; Educational Technology; Elementary School Teachers; Validity; Student Evaluation; Computer Assisted Testing + Suchen Sie Ihr Suchwort? Lehrerfortbildung; Mathematics lessons; Mathematikunterricht; Elementare Mathematik; Schulmathematik; Textaufgabe; Computergrafik; Computersimulation; Unterrichtsmedien; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Gültigkeit; Schulnote; Studentische Bewertung
Abstract	Simulations provide a unique opportunity to practice newly acquired skills in a low risk environment. For this reason, simulations have historically been used in preservice teacher education programs to enable student teachers to apply generalized pedagogical practices. This pilot study examined how simulations could be integrated with inservice teachers as an assessment of content-specific instructional practices covered in a professional development program. The study utilized two nationally recognized simulation platforms and included a preliminary investigation of validity of the simulation assessments, a comparison of participant performance on the simulation assessment to the standard module assessment, and a comparison of the usability and feasibility of each platform for future assessments. While results suggest that simulation platforms are a promising means of conducting content-specific assessments, current limitations of such platforms may challenge their large-scale usage as part of a professional development program. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01