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¶

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? No significant differences were found between students in the experimental and control conditions on evaluation of the e-assessment types (all Fs < 1.85). → Admiraal 2014 q2 i? A marginal trend (F(1,134)=3.35; p=0.07) indicated students in the experimental condition tended to report a more negative evaluation of peer feedback after the intervention compared to control students. → 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 analyses of master students' questionnaire data (644 master students from 13 universities; Likert-type evaluation scales). The article reports the null result and, separately, that "A marginal trend was found for the evaluation of peer feedback ( F(1,134)= 3.35; p= 0.07)".

"No significant differences were found between students from the experimental and control condition on the evaluation of the e-assessment types (all Fs < 1.85 and all ps >18)."

Discussion¶

Related Claims¶

• E-assessment interventions did not significantly increase teacher educators' use or evaluation of the targeted assessment procedures compared to control programs — related
• A marginal trend suggested teacher educators in the experimental condition tended to increase their use of digital knowledge tests after the intervention — related