View in EDS

Using an Online Assessment Tool to Teach Authentic Assessment to Early Childhood Teacher Candidates

Saved in:
Bibliographic Details
Title: Using an Online Assessment Tool to Teach Authentic Assessment to Early Childhood Teacher Candidates
Language: English
Authors: Naomi L. Rahn (ORCID 0000-0002-5665-8528), Leslie La Croix, Doohyun L. Shin, Meg Gravil, Ching-I Chen, Hollie Hix-Small, Samita Arora, Jennifer Grisham, Julie Harp Rutland, Zhen Chai, Ann M. Mickelson, Huichao Xie
Source: Rural Special Education Quarterly. 2024 43(3):120-135.
Availability: SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 16
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Preschool Education
Higher Education
Postsecondary Education
Descriptors: Preschool Teachers, Preservice Teachers, Teacher Education Programs, Rural Schools, Performance Based Assessment, Computer Assisted Testing, Learning Management Systems, COVID-19, Pandemics, Computer Simulation, Undergraduate Students, Graduate Students, Student Attitudes, Best Practices, Field Experience Programs, Special Education, Evaluation Methods, Outcomes of Education
DOI: 10.1177/87568705241249472
ISSN: 8756-8705
2168-8605
Abstract: Early childhood teacher candidates (TCs) need preparatory experiences using authentic assessments to inform their instructional practices with rural learners and their families. The shift to virtual field placements in response to COVID-19 restrictions pushed faculty in teacher preparation programs to reimagine how to engage TCs in meaningful experiences using authentic assessments with children and families. This study explores how TCs experienced authentic assessment practices using an online assessment management system, "Assessment, Evaluation, and Programming System Interactive" (AEPSi), during virtual field experiences. Fifty-five undergraduate and graduate TCs from 11 universities (10 U.S. & 1 international) completed a 45-item survey about their experience. Teacher candidates articulated knowledge and skills aligned with best practices underpinning authentic assessments. The virtual learning environment created opportunities for faculty to reimagine practices for promoting TCs' understandings of assessment in early childhood special education contexts. We discuss implications for training TCs in rural areas to use authentic assessment.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1439391
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1439391
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Using an Online Assessment Tool to Teach Authentic Assessment to Early Childhood Teacher Candidates
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Naomi+L%2E+Rahn%22">Naomi L. Rahn</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5665-8528">0000-0002-5665-8528</externalLink>)<br /><searchLink fieldCode="AR" term="%22Leslie+La+Croix%22">Leslie La Croix</searchLink><br /><searchLink fieldCode="AR" term="%22Doohyun+L%2E+Shin%22">Doohyun L. Shin</searchLink><br /><searchLink fieldCode="AR" term="%22Meg+Gravil%22">Meg Gravil</searchLink><br /><searchLink fieldCode="AR" term="%22Ching-I+Chen%22">Ching-I Chen</searchLink><br /><searchLink fieldCode="AR" term="%22Hollie+Hix-Small%22">Hollie Hix-Small</searchLink><br /><searchLink fieldCode="AR" term="%22Samita+Arora%22">Samita Arora</searchLink><br /><searchLink fieldCode="AR" term="%22Jennifer+Grisham%22">Jennifer Grisham</searchLink><br /><searchLink fieldCode="AR" term="%22Julie+Harp+Rutland%22">Julie Harp Rutland</searchLink><br /><searchLink fieldCode="AR" term="%22Zhen+Chai%22">Zhen Chai</searchLink><br /><searchLink fieldCode="AR" term="%22Ann+M%2E+Mickelson%22">Ann M. Mickelson</searchLink><br /><searchLink fieldCode="AR" term="%22Huichao+Xie%22">Huichao Xie</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Rural+Special+Education+Quarterly%22"><i>Rural Special Education Quarterly</i></searchLink>. 2024 43(3):120-135.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 16
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2024
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Preschool+Education%22">Preschool Education</searchLink><br /><searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Preschool+Teachers%22">Preschool Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Education+Programs%22">Teacher Education Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Rural+Schools%22">Rural Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Performance+Based+Assessment%22">Performance Based Assessment</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Assisted+Testing%22">Computer Assisted Testing</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Management+Systems%22">Learning Management Systems</searchLink><br /><searchLink fieldCode="DE" term="%22COVID-19%22">COVID-19</searchLink><br /><searchLink fieldCode="DE" term="%22Pandemics%22">Pandemics</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Simulation%22">Computer Simulation</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Graduate+Students%22">Graduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Best+Practices%22">Best Practices</searchLink><br /><searchLink fieldCode="DE" term="%22Field+Experience+Programs%22">Field Experience Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Special+Education%22">Special Education</searchLink><br /><searchLink fieldCode="DE" term="%22Evaluation+Methods%22">Evaluation Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Outcomes+of+Education%22">Outcomes of Education</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1177/87568705241249472
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 8756-8705<br />2168-8605
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Early childhood teacher candidates (TCs) need preparatory experiences using authentic assessments to inform their instructional practices with rural learners and their families. The shift to virtual field placements in response to COVID-19 restrictions pushed faculty in teacher preparation programs to reimagine how to engage TCs in meaningful experiences using authentic assessments with children and families. This study explores how TCs experienced authentic assessment practices using an online assessment management system, "Assessment, Evaluation, and Programming System Interactive" (AEPSi), during virtual field experiences. Fifty-five undergraduate and graduate TCs from 11 universities (10 U.S. & 1 international) completed a 45-item survey about their experience. Teacher candidates articulated knowledge and skills aligned with best practices underpinning authentic assessments. The virtual learning environment created opportunities for faculty to reimagine practices for promoting TCs' understandings of assessment in early childhood special education contexts. We discuss implications for training TCs in rural areas to use authentic assessment.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2024
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1439391
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1439391
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1177/87568705241249472
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 16
        StartPage: 120
    Subjects:
      – SubjectFull: Preschool Teachers
        Type: general
      – SubjectFull: Preservice Teachers
        Type: general
      – SubjectFull: Teacher Education Programs
        Type: general
      – SubjectFull: Rural Schools
        Type: general
      – SubjectFull: Performance Based Assessment
        Type: general
      – SubjectFull: Computer Assisted Testing
        Type: general
      – SubjectFull: Learning Management Systems
        Type: general
      – SubjectFull: COVID-19
        Type: general
      – SubjectFull: Pandemics
        Type: general
      – SubjectFull: Computer Simulation
        Type: general
      – SubjectFull: Undergraduate Students
        Type: general
      – SubjectFull: Graduate Students
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Best Practices
        Type: general
      – SubjectFull: Field Experience Programs
        Type: general
      – SubjectFull: Special Education
        Type: general
      – SubjectFull: Evaluation Methods
        Type: general
      – SubjectFull: Outcomes of Education
        Type: general
    Titles:
      – TitleFull: Using an Online Assessment Tool to Teach Authentic Assessment to Early Childhood Teacher Candidates
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Naomi L. Rahn
      – PersonEntity:
          Name:
            NameFull: Leslie La Croix
      – PersonEntity:
          Name:
            NameFull: Doohyun L. Shin
      – PersonEntity:
          Name:
            NameFull: Meg Gravil
      – PersonEntity:
          Name:
            NameFull: Ching-I Chen
      – PersonEntity:
          Name:
            NameFull: Hollie Hix-Small
      – PersonEntity:
          Name:
            NameFull: Samita Arora
      – PersonEntity:
          Name:
            NameFull: Jennifer Grisham
      – PersonEntity:
          Name:
            NameFull: Julie Harp Rutland
      – PersonEntity:
          Name:
            NameFull: Zhen Chai
      – PersonEntity:
          Name:
            NameFull: Ann M. Mickelson
      – PersonEntity:
          Name:
            NameFull: Huichao Xie
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 09
              Type: published
              Y: 2024
          Identifiers:
            – Type: issn-print
              Value: 8756-8705
            – Type: issn-electronic
              Value: 2168-8605
          Numbering:
            – Type: volume
              Value: 43
            – Type: issue
              Value: 3
          Titles:
            – TitleFull: Rural Special Education Quarterly
              Type: main
ResultId 1