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Blended learning in Teacher Education: the case of assessing lower and higher order goals through digital testing
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, , , University of Leuven (KU Leuven), Belgium

Society for Information Technology & Teacher Education International Conference, in Washington, D.C., United States ISBN 978-1-939797-32-2 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Higher order thinking skills are commonly seen as a factor for academic success and subsequently of great importance for future teachers. Prospective teachers need to be equipped with specific skills to address complex situations witch demand higher and lower order skills that can be used effectively in divers situations. Stimulating and facilitating these higher order thinking skills is one of the most important goals in an academic teacher training program. While higher order skills are the ultimate goal it has also been revealed that they rest on extensive and well-structured basic.

The present case presents a problem regarding the design of assessment in a blended learning environment. It points to the issue of combining assessment of basic educational knowledge and understanding with assessment of higher order educational skills in blended learning environments.

Citation

Thys, A., Vandeput, L. & Elen, J. (2018). Blended learning in Teacher Education: the case of assessing lower and higher order goals through digital testing. In E. Langran & J. Borup (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1137-1139). Washington, D.C., United States: Association for the Advancement of Computing in Education (AACE). Retrieved November 16, 2019 from .

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