Online Assessment Tools: The Challenge of Training Pre-Service Teachers.

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Bibliographic Details
Title:	Online Assessment Tools: The Challenge of Training Pre-Service Teachers.
Authors:	Agrati, Laura Sara¹, Perla, Loredana², Vinci, Viviana³, Beri, Arianna⁴
Source:	Online Learning. Dec2025, Vol. 29 Issue 4, p1-24. 24p.
Subject Terms:	Teacher education, Teaching experience, Assessment literacy, Student teachers, *Curriculum
Geographic Terms:	Italy
Abstract:	This study explores how online assessment tools can support the development of pre-service secondary teachers' assessment competencies, with a focus on the impact of prior teaching experience. It was conducted with a sample of 3,780 pre-service teachers at Pegaso University in Italy, 64.9% of whom had experience of working in a school for an average of eight years each. A questionnaire was administered in early 2024 to examine the participants' attitudes toward knowledge and use of digital assessment tools. The results revealed a strong preference for online tools due to their perceived efficiency, clarity, and transparency. Although there was little correlation between experience and overall frequency of use (r = 0.02), more experienced teachers reported a higher appreciation of tool selection (r = 0.11), format suitability (r = 0.15), and assessment utility (r = 0.42). These findings highlight that teaching experience enhances critical engagement with digital assessment as well as familiarity. Based on the teacher assessment literacy in practice model, this study recommends that teacher education programs should adapt their training to different levels of experience to promote the development of effective and ethical digital assessment skills. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	This study explores how online assessment tools can support the development of pre-service secondary teachers' assessment competencies, with a focus on the impact of prior teaching experience. It was conducted with a sample of 3,780 pre-service teachers at Pegaso University in Italy, 64.9% of whom had experience of working in a school for an average of eight years each. A questionnaire was administered in early 2024 to examine the participants' attitudes toward knowledge and use of digital assessment tools. The results revealed a strong preference for online tools due to their perceived efficiency, clarity, and transparency. Although there was little correlation between experience and overall frequency of use (r = 0.02), more experienced teachers reported a higher appreciation of tool selection (r = 0.11), format suitability (r = 0.15), and assessment utility (r = 0.42). These findings highlight that teaching experience enhances critical engagement with digital assessment as well as familiarity. Based on the teacher assessment literacy in practice model, this study recommends that teacher education programs should adapt their training to different levels of experience to promote the development of effective and ethical digital assessment skills. [ABSTRACT FROM AUTHOR]
ISSN:	24725749
DOI:	10.24059/olj.v29i4.5217