A marginal trend suggested teacher educators in the experimental condition tended to increase their use of digital knowledge tests after the intervention¶

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? For digital knowledge tests, a marginal trend (F(1,58)=3.50; p=0.06) indicated teacher educators in the experimental condition tended to increase use after the intervention compared to control. → 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

Repeated measures analysis in the teacher-educator questionnaire data (60 educators with pre- and post-test). The article reports only a marginal, non-significant trend for digital knowledge test use; no effect size is printed.

"A marginal trend was found for the use of a digital knowledge test ( F(1,58)= 3.50; p= 0.06) indicating that teacher educators in the experimental condition tended to increase their use of a digital knowledge test after the intervention, compared to teacher educators from the control condition."

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