Assessment of Online Learners offers essential foundations, insights, and real-world examples for preservice teachers preparing to assess students in today’s digitized classrooms. When aligned with intended curricula and best practices, assessment not only informs but enhances both instruction and student achievement, though the recent large-scale adaptation of face-to-face learning to online platforms has yielded new challenges and responsibilities for teachers. This book explores shifts in the research and practice of assessment in online environments, the reconceptualization of course content and assessment frameworks in teacher education, the collection of fair and accurate assessment evidence reflecting students’ virtual learning, and more. Drawing from experienced Canadian instructors who overcame the inherent technological obstacles, these chapters showcase how unprecedented changes in schooling can lead to pedagogical renewal, program reevaluation, and a broader understanding of instruction and assessment practices.
Assessment of Online Learners offers essential foundations, insights, and real-world examples for pre-service teachers preparing to assess students in today’s digitized classrooms.
Introduction Part I: Assessment Shifts in Teacher Education
1. Exploring
Assessment in a Digital Age: Preservice and In-Service Teachers Professional
Learning Experiences
2. Supporting Student Teacher Assessment Identity
Development on Online Practica: A Narrative Inquiry
3. Assessment as
Partnership: The "Co" in Co-Constructing . . . "Not Quite"
4. Addressing
Challenges of Online Learning Through Quality Assessment Principles
5.
Assessing the Content Knowledge, Skills, and Competencies of Teacher
Candidates in an Online Learning Environment: A Case Study Part II:
Reconceptualizing Assessment Frameworks for Preservice Teachers
6.
Decolonizing Assessment Practices in Teacher Education
7. Meaningful Feedback
in the Online Learning Environment
8. Analyzing Presence in Online Learning
Environments Through Student Narratives: An Autoethnographic Study
9. The
Unintended Influence of COVID-19: Optimizing Student Learning by Advancing
Assessment Practices Through Technology Part III: Teacher Educators and
Assessment in K12 Contexts10. Pedagogically Hacking the System: Developing a
Competency-Based Digital Portfolio
11. Malfunction: Regressive and Reductive
Online Assessment Practices
12. Leveraging the Relationship Between
Assessment, Learning, and Educational Technology
13.
Isolation/Adaptation/Education: Moving Hands-On Secondary Visual Art Classes
to a Virtual Platform
14. Using the SAMR Model to Design Online K12
Assessments
15. Adapting Classroom Assessment Practices for Online Learning:
Lessons Learned From Secondary School Teachers in the Early Days of COVID-19
16. Equity in Action: Virtual Learning Environment Considerations
17. Ubuntu
at a Distance: Online Assessment for Care, Justice, and Community
Paolina Seitz is Associate Professor in the Faculty of Education at St. Marys University, Canada.
S. Laurie Hill is Associate Professor in the Faculty of Education at St. Marys University, Canada.
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