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

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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]
Copyright of Online Learning is the property of Online Learning Consortium and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: <searchLink fieldCode="JN" term="%22Online+Learning%22">Online Learning</searchLink>. Dec2025, Vol. 29 Issue 4, p1-24. 24p.
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  Data: 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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  Data: <i>Copyright of Online Learning is the property of Online Learning Consortium and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=190369469
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        Value: 10.24059/olj.v29i4.5217
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              Text: Dec2025
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