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Using an Authentic Assessment Practice to Inform Learning at the Course and Program Levels
PROCEEDINGS

, , University of South Dakota, United States

Society for Information Technology & Teacher Education International Conference, in Atlanta, GA, USA ISBN 978-1-880094-52-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This paper will describe the initial development of an authentic assessment process that is being used to (a) assess pre-service students' understanding of technology integration practices and to (b) inform areas in need of improvement at the course and program levels. The approach to this research project was based on current learning theory and required a paradigm shift from teaching-centered to learning-centered assessment practices. It also utilized a reiterative approach to assessment, whereby the authentic performance task scenario was used twice, at key points in the teacher education program, to better assess students' developing understanding of effective technology integration practices. Significant results of this project will be reported out after data is analyzed later this semester.

Citation

Engstrom, M. & Tentinger, L. (2004). Using an Authentic Assessment Practice to Inform Learning at the Course and Program Levels. In R. Ferdig, C. Crawford, R. Carlsen, N. Davis, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2004--Society for Information Technology & Teacher Education International Conference (pp. 87-89). Atlanta, GA, USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 18, 2019 from .

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