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Using a Student-Centered Model for Assessing Preservice Teachers’ Use of Technology in Student Teaching
Article

, Purdue University North Central, United States ; , University of the Pacific, United States

AACE Journal Volume 15, Number 1, ISSN 1065-6901 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This article describes a student-centered assessment model used at a large university to encourage preservice teachers' use of technology in the K-12 classroom. This model allows preservice teachers to have discretion over the content, form, and time period in which they complete technology proficiencies. More specifically, this article describes the variety of assessments that were made available for students to choose from such as third-party attestations, field-based assignments, and portfolio. The article concludes by highlighting the main issues that are needed to be considered in order to implement this model of assessment effectively.

Citation

Pratt, D. & Stevenson, H. (2007). Using a Student-Centered Model for Assessing Preservice Teachers’ Use of Technology in Student Teaching. AACE Journal, 15(1), 39-55. Chesapeake, VA: Association for the Advancement of Computing in Education (AACE). Retrieved May 26, 2019 from .

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