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

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Engstrom, M. & Tentinger, L. (2004). Using an Authentic Assessment Practice to Inform Learning at the Course and Program Levels. In R. Ferdig et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2004 (pp. 87-89). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/11948.

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Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2004
Atlanta, GA, USA
2004
ISBN 1-880094-52-5
  Richard Ferdig, Caroline Crawford, Roger Carlsen, Niki Davis, Jerry Price, Roberta Weber & Dee Anna Willis
AACE

More Information on SITE
Table of Contents

Authors

Mary Engstrom, Larry Tentinger, University of South Dakota, USA

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.

Keywords

• Assessment
• Students
• Educational Technology
• Integration

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