Designing Digital Assessment Strategies in Teacher Preparation: A Case Study

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Author(s): Michael H. McVey (Eastern Michigan University, USA)
Copyright: 2022
Pages: 17
Source title: Preparing Pre-Service Teachers to Integrate Technology in K-12 Classrooms: Standards and Best Practices
Source Author(s)/Editor(s): C. Lorraine Webb (Texas A&M University, San Antonio, USA)and Amanda L. Lindner (Texas A&M University, San Antonio, USA)
DOI: 10.4018/978-1-6684-5478-7.ch009

Keywords: Education / Educational Technologies / Information Science Reference / Teacher Education

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Abstract

Against an ecosystem where online tools and digital applications for assessing student learning have become increasingly refined and powerful, this chapter discusses the challenges of preparing teacher candidates to infuse technology into their teaching practices through the use of several conceptual frameworks and the intentional development of a digital assessment strategy intended for an online learning environment. This case study examines an educator preparation program (EPP) with a structured approach to creating digital assessments, both formative and summative, followed by the task of developing an online learning experience in their own course shell. This EPP makes use of a typology of assessment strategies that fall along a continuum of potential learner responses from convergent to divergent and includes a post-hoc analysis to examine trends in the ways teacher candidates approach the challenge of creating a digital assessment strategy. This chapter concludes with a series of implications for EPPs.

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