Using an Online Assessment Tool to Teach Authentic Assessment to Early Childhood Teacher Candidates
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| Title: | Using an Online Assessment Tool to Teach Authentic Assessment to Early Childhood Teacher Candidates |
|---|---|
| Language: | English |
| Authors: | Naomi L. Rahn (ORCID |
| 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 |
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