Using a student-centered online professional learning approach to support preservice teacher development in digital assessment practices
Date
2022-07-19
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Abstract
This vignette describes the collaboration between the Werklund School of Education (WSE) and an urban school district to offer a student-centered digital assessment professional learning series aimed at preservice teachers. Specifically, by prioritizing preservice teacher assessment development, the collaboration between an adjunct assistant professor and education consultant in educational technology resulted in a rich design of online professional learning. The core intentions were to support preservice teachers’ learning about assessment practices within the digital age, while connecting the learned theories to their practice. In this vignette, we will outline our considerations in the design focus of student centeredness related to the professional learning, how this work supported technology-enhanced practice in a highly interactive learning series, as well as some participant feedback collected at the end of the series.
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digital assessment, preservice teacher education, online learning, online professional learning, student-centred learning, technology-enhanced assessment, preservice teacher field experience, transference-focused learning, TPACK framework, online pedagogy
Citation
Delanoy, N., Walz, J. (2022). Using a student-centered online professional learning approach to support preservice teacher development in digital assessment practices (learning object). University of Calgary, Calgary, AB.