Abstract

This investigation analyzed face-to-face and online pre-service educators and their perceptions of instructor assessments. Participants were enrolled in an educational technology course and required to conduct three teaching presentations which utilized technology as a visual aid during the semester. A self-inventory questionnaire served as the main research tool for data collection. Descriptive statistics and an independent samples t-test analyzed responses. Students enrolled in a face-to-face course reported statistically significant higher levels of satisfaction with instructor assessment as opposed to those online. In addition, the results suggest students in a traditional environment believed instructor assessment played a role in increased self-confidence. This study extends the literature through the discovery of significant differences between groups in multiple outcomes related to instructor feedback. Findings may help design more valuable assessments for online students to more effectively achieve course outcomes and improve self-confidence.

Citation

Kormos, E. (2020). The Changing Face of Assessment in Online-Based Teacher Education Courses. In D. Schmidt-Crawford (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2079-2085). Online: Association for the Advancement of Computing in Education (AACE). Retrieved August 9, 2024 from https://www.learntechlib.org/primary/p/216078/.

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