E-assessment interventions did not significantly increase teacher educators' use or evaluation of the targeted assessment procedures compared to control programs¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Repeated measures analyses showed no significant increase in teacher educators' use of the particular assessment procedure in the experimental condition compared to the control condition, and no differences in evaluation (all Fs < 0.25, all ps > .62). → Admiraal 2014 q2 i? No significant correlations were found between teacher educators' use of the assessment types and their evaluations of the e-assessment forms (all rs < .25). → 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? · causal · r1

Pre/post questionnaire study of the Non satis scire project: of 115 teacher educators, 60 completed both pre-test and post-test; repeated measures ANOVA compared experimental and control programs. The article reports no significant increase in use, and for evaluation "no differences were found between the experimental and control conditions".

"The analyses did not show a significant increase in teacher educators’ use of the particular assessment procedure, compared to the control condition (consisting of programs that did not use the particular e-assessment form)."

Discussion¶

Related Claims¶

• Student-teachers showed no significant differences in evaluation of e-assessment types between experimental and control conditions, with a marginal negative trend for peer feedback — related
• Video tutorials produced large learning gains from pre-test to training test, with significant decline at later post-tests and no condition effect — related