Teacher educators implemented the e-assessments formatively and reported new procedures, materials and tools as outcomes of the interventions¶

Claim · All claims
Evidence · 1 study · qualitative r2 · q2
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Analysis of educational materials showed teacher educators used the assessments formatively, instead of or in addition to summative assessments. → Admiraal 2014 q2 i? The project produced educational and procedural outcomes including a digital repository of test items, quality improvement of knowledge tests, and procedures and rubrics for peer feedback and video-based feedback. → Admiraal 2014

Evidence¶

Admiraal 2014¶

Admiraal, W., Janssen, T., Huizenga, J., Kranenburg, F., Taconis, R., & Corda, A. (2014). E-assessment of student-teachers’ competence as new teachers. TOJET: The Turkish Online Journal of Educational Technology, 13(4). https://eric.ed.gov/?id=EJ1043184

q2 · i? · qualitative · r2

Qualitative analysis of work meetings, evaluation reports and educational materials from the 27 interventions, combined into a thick description. The article reports formative use and outcomes such as "the setup of a digital repository of test items, quality improvement of knowledge tests, and procedures and rubrics".

"One of the results from the analysis of the educational materials was that teacher educators used the assessments in a formative way, instead of or in addition to summative assessments."

Discussion¶

Related Claims¶

• Analysis of 52 higher-education assessment plans found outcome-based orientation dominant, with dynamic elements subsumed under summative scoring — related
• Effective implementation of formative assessment is hindered by its complexity, summative-assessment pressure, and teachers' negative early experiences — related
• Teachers use Microsoft Forms for real-time formative assessment to make in-the-moment instructional adjustments — related
• Formative assessment practices coherent with OpenSciEd are constrained by grading expectations misaligned with formative goals and by the time cost of evaluating and giving feedback on three-dimensional tasks. — related