Using an Online Assessment Tool to Teach Authentic Assessment to Early Childhood Teacher Candidates-Reference-Cited by-同舟云学术

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

Published:2024-05-20 Issue:3 Volume:43 Page:120-135
ISSN:8756-8705
Container-title:Rural Special Education Quarterly
language:en
Short-container-title:Rural Special Education Quarterly

Author:

Rahn Naomi L.¹^ORCID,La Croix Leslie²,Shin Doohyun L.²,Gravil Meg³,Chen Ching-I⁴,Hix-Small Hollie⁵,Arora Samita²,Grisham Jennifer⁶,Rutland Julie Harp³,Chai Zhen⁷,Mickelson Ann M.⁸,Xie Huichao⁹

Affiliation:

1. University of Wisconsin-Whitewater, USA

2. George Mason University, Fairfax, VA, USA

3. Eastern Kentucky University, Richmond, USA

4. Kent State University, OH, USA

5. Portland State University, OR, USA

6. University of Kentucky, Lexington, USA

7. California State University, Northridge, USA

8. University of North Carolina-Charlotte, USA

9. Nanyang Technological University, Singapore

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 (AEPS i), 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.

Publisher

SAGE Publications

Link

https://journals.sagepub.com/doi/pdf/10.1177/87568705241249472

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