Preservice Teachers' Perception of Assessment Strategies in Online Teaching

McVey, Michael

doi:10.1080/21532974.2016.1205460

Cited by 15 publications

(14 citation statements)

References 9 publications

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“…According to a 5-year study, the ‘luck’ factor associated with multiple-choice questions is fair (Babo et al, 2020 ). Studies that have investigated the students' point of view indicate that the students agree that Moodle is easy to use and complements teaching, although most students still prefer classical assessment techniques (Cakiroglu et al, 2017 ; McVey, 2016 ; Popovic et al, 2018 ). However, one study found no direct relationships between students' preferences and academic performance (Cakiroglu et al, 2017 ).…”

Section: Resultsmentioning

confidence: 99%

A systematic review on trends in using Moodle for teaching and learning

2022

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Background The Moodle Learning Management System (LMS) is widely used in online teaching and learning, especially in STEM education. However, educational research on using Moodle is scattered throughout the literature. Therefore, this review aims to summarise this research to assist three sets of stakeholders—educators, researchers, and software developers. It identifies: (a) how and where Moodle has been adopted; (b) what the concerns, trends, and gaps are to lead future research and software development; and (c) innovative and effective methods for improving online teaching and learning. The review used the 4-step PRISMA-P process to identify 155 suitable journal articles from 104 journals in 55 countries published from January 2015 to June 2021. The database search was conducted with Scopus and Web of Science. Insights into the educational use of Moodle were determined through bibliometric analysis with Vosviewer outputs and thematic analysis. Results This review shows that Moodle is mainly used within University STEM disciplines and effectively improves student performance, satisfaction, and engagement. Moodle is increasingly being used as a platform for adaptive and collaborative learning and used to improve online assessments. The use of Moodle is developing rapidly to address academic integrity, ethics, and security issues to enhance speed and navigation, and incorporate artificial intelligence. Conclusion More qualitative research is required on the use of Moodle, particularly investigating educators’ perspectives. Further research is also needed on the use of Moodle in non-STEM and non-tertiary disciplines. Further studies need to incorporate educational theories when designing courses using the Moodle platform.

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Section: Resultsmentioning

confidence: 99%

A systematic review on trends in using Moodle for teaching and learning

2022

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“…Online assessments can also provide timely and corrective feedback (Dipietro, 2010 ; Vonderwell et al, 2007 ), thus enabling students to evaluate their progress and teachers to reflect on their practices (Faber et al, 2017 ). Hence, online environments can also be powerful for developing collaborative and creative authentic assessments (McVey, 2016 ). Assigning interactive quizzes, assessments, and activities can reduce boredom and increase interaction with course materials (Smith et al, 2018 ).…”

Section: Literature Reviewmentioning

confidence: 99%

Transitioning to Online Teaching During the COVID-19 Pandemic: an Exploration of STEM Teachers’ Views, Successes, and Challenges

DeCoito

Estaiteyeh

2022

J Sci Educ Technol

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Due to the COVID-19 pandemic, school closures were mandated by governments across the globe. This necessitated an abrupt shift to online/distance teaching. Through a mixed-methods study, the authors explored STEM teachers’ transition to online teaching and learning in a Canadian context. This subset of the larger study investigated (i) teachers’ views of and attitude toward online teaching and (ii) successes and challenges encountered with online teaching. Data were collected through an online questionnaire administered to 70 Grade 1–12 science/STEM subject teachers in a Canadian province between May and July 2020. Findings are discussed through the lens of self-efficacy theory and the technological pedagogical content knowledge (TPACK) framework. Results indicate that despite few successes, teachers faced a wide array of challenges that negatively affected their attitudes and views toward online teaching, and that the support received did not parallel their expectations. Teachers’ experiences, self-efficacy, and technological competency slightly enhanced their views of online teaching but were not sufficient to shift their mindset. Recommendations include effective professional development initiatives and support for teachers to facilitate teachers’ transition and enhance their personal views toward online teaching.

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“…Based on these findings, the authors conclude that teachers in this study were relying on traditional assessments in favor of more creative ones, with quizzes and tests being the most common assessment tool. The use of traditional assessment methods parallel McVey’s ( 2016 ) study findings in which pre-service teachers cautiously made use of more traditional tools such as quizzes and reports in an online teaching context. Given the overwhelming ERT context, teachers in our study were challenged in the ‘new’ learning environment due to insufficient prior exposure and training, and as such teachers lacked the time and skills necessary to implement more authentic and student-centered assessments.…”

Section: Resultsmentioning

confidence: 65%

“…Online environments are conducive for developing collaborative and creative authentic assessments (McVey, 2016 ). Nevertheless, several studies have highlighted challenging aspects of assessment, especially homework and formative assessment in online teaching (Amasha et al, 2018 ; Eichler & Peeples, 2013 ; Espasa & Meneses, 2010 ; Tinoca & Oliveira, 2013 ).…”

Section: Literature Reviewmentioning

confidence: 99%

Online teaching during the COVID-19 pandemic: exploring science/STEM teachers’ curriculum and assessment practices in Canada

DeCoito

Estaiteyeh

2022

Discip Interdscip Sci Educ Res

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The COVID-19 pandemic necessitated school closures globally, resulting in an abrupt move to online/distance teaching or emergency remote teaching (ERT). Teachers and students pivoted from face-to-face engagement to online environments, thus impacting curriculum, pedagogy, and student outcomes across a variety of disciplines. In this paper, the authors focus on science/STEM teachers’ experiences with online teaching and learning in a Canadian context during the pandemic. Qualitative and quantitative data were collected through an online questionnaire administered to 75 Grade 1–12 science/STEM teachers in a Canadian province in May–July 2020. Through the TPACK framework and self-efficacy theory, the authors explore i) curriculum planning and implementation in online settings, ii) assessment practices and their effectiveness, and iii) student outcomes, as observed by the teachers. Results indicate that teachers used a variety of platforms, and choice of platform was mainly due to user-friendliness and interactivity, or administrative decision making. Despite teachers organizing online lessons during ERT, gaps were identified in teachers’ TPACK framework and self-efficacy, thus impacting their curriculum development, pedagogical approaches, and assessment practices. In general, teaching strategies included pre-recorded videos and self-directed learning in which teachers assigned specific tasks for students to perform independently. Teachers prioritized subject content and covering curriculum objectives over creative and student-centered pedagogical approaches. Assessment techniques employed were viewed by teachers as unauthentic and generally ineffective. Moreover, teachers reported difficulties addressing student needs and abilities, resulting in challenges providing equitable and inclusive online teaching. Finally, online teaching was viewed negatively by most teachers, in terms of student engagement and outcomes.

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Preservice Teachers' Perception of Assessment Strategies in Online Teaching

Cited by 15 publications

References 9 publications

A systematic review on trends in using Moodle for teaching and learning

A systematic review on trends in using Moodle for teaching and learning

Transitioning to Online Teaching During the COVID-19 Pandemic: an Exploration of STEM Teachers’ Views, Successes, and Challenges

Online teaching during the COVID-19 pandemic: exploring science/STEM teachers’ curriculum and assessment practices in Canada

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