Didactical design for online process-based assessment in teacher education: Making the informal formal
2012 (English)In: Cases on Online Learning Communities and Beyond: Investigations and Applications / [ed] Harrison Hao Yang and Shuyan Wang, Hersey: IGI Global, 2012, 403-425 p.Chapter in book (Refereed)
This chapter reports on a research project in which a group of students in preschoolteacher education participated in an educational intervention based on thedevelopment of process-based assessment. A didactical design was developed andstructured into three phases for supporting students in building formal knowledgefrom their prior informal knowledge. Moreover, the design was implemented in anonline context that facilitated documentation and reflection. A qualitative approachwas taken that aimed to understand the learning environment emerging from thedidactical design through the use of technology by addressing questions about theteacher’s role, the learning process, and the assessment process. Data was collectedthrough in-depth interviews and a questionnaire, which were analyzed through inductivethematic analysis. The concept of variation was used in the analysis of thestudent perspective on the didactical design. The results indicate how the concept ofvariation was helpful in highlighting the underpinning affordances and constraintsof this environment and the associated social relationships.
Place, publisher, year, edition, pages
Hersey: IGI Global, 2012. 403-425 p.
Assessment, didactical design, formal content, ICT, informal content, variation, process-based assessment
Research subject educational work
IdentifiersURN: urn:nbn:se:umu:diva-55875DOI: 10.4018/978-1-4666-1936-4ISBN: 978-1-4666-1936-4ISBN: 978-1-4666-1937-1OAI: oai:DiVA.org:umu-55875DiVA: diva2:531446