Teacher's Readiness to Implement Digital Assessment Activities
Main Article Content
Abstract
The Covid 19 pandemic strongly impacted every aspect of life, including education. With technology support, Courses gradually shift to online or blended learning forms, including teaching and assessment activities. The current situation creates challenges for teachers and pedagogical students. Using the systematic review method, the article proposes a framework to evaluate the readiness of teachers to perform assessment activities in the digital context. Four factors are mentioned, including: i) Understanding of digital assessment; ii) Confidence in performing digital assessment skills; iii) Feeling in the digital assessment experience; and
iv) Belief in the effectiveness of the digital assessment. Research on the components of digital assessment readiness contributes a basis for further studies on developing the tools to assess the readiness to use the digital assessment platforms for teachers and pedagogical students.
Keywords:
Assessment, assessment literacy, digital education, teacher readiness
References
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[36] D. Petko, D. Prasse, A. Cantieni, the Interplay of School Readiness and Teacher Readiness for Educational Technology Integration: A Structural Equation Model, Computers in the Schools, Vol. 35, No. 1, 2018.
[37] R. Baltusite, I. Katane, The Structural Model of the Pedagogy Students' Readiness for Professional Activities in the Educational Environment, Rural Environment, Education Personality, Vol. 7, 2014, pp. 29-41.
[38] Z. Lysaght, M. O. 'Leary, An Instrument to Audit Teachers' use of Assessment for Learning, Irish Educational Studies, Vol. 32, No. 2, 2013, pp. 217-232.
[39] G. P. Brown, A. Gebril, M. P. Michaelides, Teachers' Conceptions of Assessment: A Global Phenomenon or a Global Localism, Frontiers in Education, Frontiers, 2019.
[40] A. P Muñoz, M. Palacio, L. Escobar, Teachers' Beliefs about Assessment in an EFL Context in Colombia, Profile Issues in Teachers Professional Development, Vol. 14, No. 1, 2012, pp. 143-158.
[41] J. P. Leighton et al., Teacher Beliefs about the Cognitive Diagnostic Information of Classroom‐versus Large‐scale Tests: Implications for Assessment Literacy, Assessment in Education: Principles, Policy and Practice,
Vol. 17, No. 1, 2010, pp. 7-21.
[42] L. Thomas et al., Elementary Teachers' Formative Evaluation Practices in an Era of Curricular Reform in Quebec, Canada, Assessment in Education: Principles, Policy & Practice, Vol. 18, No. 4, 2011, pp. 381-398.
[43] H. Sherbersky, J. Ziminski, H. Pote, the Journey Towards Digital Systemic Competence: Thoughts on Training, Supervision and Sompetence Evaluation, Journal of Family Therapy, Vol. 43, No. 2, 2021, pp. 351-371.
[44] J. Almarri, R. Rashid, S. Aljohani, Teachers' Belief Towards The Implementation of ICT in Intermediate Schools in Saudi Arabia, International Transaction Journal of Engineering, Management, and Applied Sciences and Technologies, Vol. 11, No. 4, 2019, pp. 1-10.
[45] B. Ravelli, Anonymous Online Teaching Assessments: Preliminary Findings, 2000.
[46] L. Schmidt, M. DeSchryver, the Role of Digital Application Literacy in Online Assessment, Journal of Educational Technology Systems, Vol. 50, No. 3, 2022, pp. 356-378.
[47] G. Fulcher, Assessment Literacy for the Language Classroom, Language Assessment Quarterly, Vol. 9, No. 2, 2012, pp. 113-132.
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[49] E. Hartell, L. Gumaelius, and J. Svärdh, Investigating Technology Teachers' Self-efficacy on Assessment, International Journal of Technology and Design Education, Vol. 25, No. 3, 2015, pp. 321-337.
[50] R. Jervis, Understanding Beliefs, Political Psychology, Vol. 27, No. 5, 2006, pp. 641-663.
[51] E. Elstad, K. Christophersen, Teachers' Self-efficacy at Maintaining Order and Discipline in Technology-rich Classrooms with Relation to Strain Factors, International Journal of Learning, Teaching and Educational Research, Vol. 17, No. 1, 2017, pp. 103-119.
[52] C. M Tucker et al., Promoting Teacher Efficacy for Working with Culturally Diverse Students, Preventing School Failure: Alternative Education for Children and Youth, Vol. 50, No. 1, 2005, pp. 29-34.
[53] S. Fackler, L. Malmberg, Teachers' Self-Efficacy in 14 OECD Countries: Teacher, Student Group, School and Leadership Effects. Teaching and Teacher Education, Vol. 56, 2016, pp. 185-195.
[2] Guangul, M. Fiseha et al., Challenges of Remote Assessment in Higher Education in the Context of COVID-19: a Case Study of Middle East College, Educational Assessment, Evaluation and Accountability, Vol. 32, No. 4, 2020, pp. 519-535.
[3] F. B. J. María et al., Impact of Educational Technology on Teacher Stress and Anxiety: A Literature Review, International Journal of Environmental Research and Public Health, Vol. 18, No. 2, 2021.
[4] P. Abilleira et al., Technostress in Spanish University Teachers During the COVID-19 Pandemic, Frontiers in Psychology, Vol. 12, 2021, pp. 496.
[5] L. Li, X. Wang, Technostress Inhibitors and Creators and Their Impacts on University Teachers' Work Performance in Higher Education, Cognition, Technology and Work, Vol. 23, No. 2, 2020, pp. 315-330.
[6] H. L. Chou, C. Chou, A Multigroup Analysis of Factors Underlying Teachers' Technostress and Their Continuance Intention Toward Online Teaching, Computers and Education, Vol. 175, 2021, pp. 104335.
[7] L. Taylor, Developing Assessment Literacy, Annual Review of Applied Linguistics, Vol. 29, 2009, pp. 21-36.
[8] X. Yueting, G. T. L. Brown, Teacher Assessment Literacy in Practice: A Reconceptualization, Teaching and Teacher Education, Vol. 58, 2016, pp. 149-162.
[9] L. Anne, et al., Reconceptualising the Role of Teachers as Assessors: Teacher Assessment Identity, Assessment in Education: Principles, Policy and Practice, Vol. 25, No. 5, 2018, pp. 442-467.
[10] R. Moreno, Javier, M. A. Montoro, A. M. O. Colón, Changes in Teacher Training within the TPACK Model Framework: A Systematic Review, Sustainability, Vol. 11, No. 7, 2019, pp. 1870.
[11] S. Ronny, F. Siddiq, J. Tondeur, The Technology Acceptance Model (TAM): A Meta-analytic Structural Equation Modeling Approach to Explaining Teac Hers' Adoption of Digital Technology in Education, Computers and Education, Vol. 128, 2019, pp. 13-35.
[12] E. Liat, Digital Assessment Literacy-the Core Role of the Teacher in a Digital Environment, Journal of Educational Technology and Society, Vol. 15, No. 2, 2012, pp. 37-49.
[13] D. M. Cuong et al., Develop the Assessment Model of Teachers’ ICT Competence, Journal of Technical Education Science, No. 10, 2009, pp. 64-71 (in Vietnamese).
[14] D. T. H. Yen, L. T. Hung, ICT Competency Framework for Pedagogical Students: International Experiences and Recommendations for Vietnam, Vietnam Journal of Educational Sciences, No. 7, 2016 (in Vietnamese).
[15] T. H. Minh, T. V. Bieu, Building a Competency Framework for Applying Information and Communication Technology in Teaching for Chemistry Pedagogy Students, Journal of Science, No. 7 (85), 2016, pp. 63 (in Vietnamese).
[16] M. Christoforidou, E. Xirafidou, Using The Dynamic Model to Identify Stages of Teacher Skills in Assessment, Journal of Classroom Interaction, 2014, pp. 12-25.
[17] W. Harlen, et al., Assessment and The Improvement of Education, The Curriculum Journal, Vol. 3, No. 3, 1992, pp. 215-230.
[18] M. Mellati, M. Khademi, Exploring Teachers' Assessment Literacy: Impact on Learners' Writing Achievements and Implications for Teacher Development, Australian Journal of Teacher Education (Online), Vol. 43, No. 6, 2018, pp. 1-18.
[19] N. F. Khan at el., Classroom Assessment, Literacy and Practice of Teachers Educators in Pakistan: Global Social Sciences Review (GSSR), Research Gate, 2019.
[20] R. J. Stiggin, Assessment Crisis: The Absence of Assessment for Learning, Phi Delta Kappan, Vol. 83, No. 10, 2002, pp. 758-765.
[21] W. J. Popham, Assessment Literacy Overlooked: A Teacher Educator's Confession, the Teacher Educator, Vol. 46, No. 4, 2011, pp. 265-273.
[22] A. Davies, Textbook Trends in Teaching Language Testing, Language Testing, Vol. 25, No. 3, 2008, pp. 327-347.
[23] Sluijsmans et al., Creating a Learning Environment by using Self-, peer-and Co-assessment, Learning Environments Research, Vol. 1, No. 3, 1998, pp. 293-319.
[24] D. M. Sluijsmans et al., Peer Assessment in Problem Based Learning, Studies in Educational Evaluation, Vol. 27, No. 2, 2001, pp. 153-173.
[25] M. Christoforidou et al., Searching for Stages of Teacher's Skills in Assessment, Studies in Educational Evaluation, Vol. 40, 2014, pp. 1-11.
[26] P. D. Boyer, B. K. Butner, D. Smith, A Portrait of Remedial Instruction: Faculty Workload and Assessment Techniques, Higher Education, Vol. 54, No. 4, 2007, pp. 605-613.
[27] P. Glister, Digital Literacy, New York: Wiley Computer Pub., 1997.
[28] Y. Eshet, Digital Literacy: A Conceptual Framework for Survival Skills in The Digital Era, Journal of Educational Multimedia and Hypermedia, Vol. 13, No. 1, 2004, pp. 93-106.
[29] C. Hague, It’s not Chalk and Talk Anymore, Futurelab Resources, 2010.
[30] J. P. Gee, The Old and The New in The New Digital Literacies, The Educational Forum, Taylor and Francis Group, 2012 , pp. 418-420.
[31] S. Kaeophanuek, J. N. Songkhla, P. Nilsook, How to Enhance Digital Literacy Skills Among, International Journal of Information and Education Technology, Vol. 8, No. 4, 2018.
[32] M. A. Flores, M. Gago, Teacher Education in Times of COVID-19 Pandemic in Portugal: National, Institutional and Pedagogical Responses, Journal of Education for Teaching, Vol. 46, No. 4, 2020, pp. 507-516.
[33] F. N. Husain, Use of Digital Assessments How to Utilize Digital Bloom to Accommodate Online Learning and Assessments?, Asian Journal of Education and Training, Vol. 7, No. 1, 2021, pp. 30-35.
[34] A. P. Williford et al., Understanding How Children's Engagement and Teachers' Interactions Combine to Predict School Readiness, Journal of Applied Developmental Psychology, Vol. 34, No. 6, 2013, pp. 299-309.
[35] C. Smith et al., Handbook of Research on Teacher Education: Enduring Questions in Changing Contexts, Routledge, 2008.
[36] D. Petko, D. Prasse, A. Cantieni, the Interplay of School Readiness and Teacher Readiness for Educational Technology Integration: A Structural Equation Model, Computers in the Schools, Vol. 35, No. 1, 2018.
[37] R. Baltusite, I. Katane, The Structural Model of the Pedagogy Students' Readiness for Professional Activities in the Educational Environment, Rural Environment, Education Personality, Vol. 7, 2014, pp. 29-41.
[38] Z. Lysaght, M. O. 'Leary, An Instrument to Audit Teachers' use of Assessment for Learning, Irish Educational Studies, Vol. 32, No. 2, 2013, pp. 217-232.
[39] G. P. Brown, A. Gebril, M. P. Michaelides, Teachers' Conceptions of Assessment: A Global Phenomenon or a Global Localism, Frontiers in Education, Frontiers, 2019.
[40] A. P Muñoz, M. Palacio, L. Escobar, Teachers' Beliefs about Assessment in an EFL Context in Colombia, Profile Issues in Teachers Professional Development, Vol. 14, No. 1, 2012, pp. 143-158.
[41] J. P. Leighton et al., Teacher Beliefs about the Cognitive Diagnostic Information of Classroom‐versus Large‐scale Tests: Implications for Assessment Literacy, Assessment in Education: Principles, Policy and Practice,
Vol. 17, No. 1, 2010, pp. 7-21.
[42] L. Thomas et al., Elementary Teachers' Formative Evaluation Practices in an Era of Curricular Reform in Quebec, Canada, Assessment in Education: Principles, Policy & Practice, Vol. 18, No. 4, 2011, pp. 381-398.
[43] H. Sherbersky, J. Ziminski, H. Pote, the Journey Towards Digital Systemic Competence: Thoughts on Training, Supervision and Sompetence Evaluation, Journal of Family Therapy, Vol. 43, No. 2, 2021, pp. 351-371.
[44] J. Almarri, R. Rashid, S. Aljohani, Teachers' Belief Towards The Implementation of ICT in Intermediate Schools in Saudi Arabia, International Transaction Journal of Engineering, Management, and Applied Sciences and Technologies, Vol. 11, No. 4, 2019, pp. 1-10.
[45] B. Ravelli, Anonymous Online Teaching Assessments: Preliminary Findings, 2000.
[46] L. Schmidt, M. DeSchryver, the Role of Digital Application Literacy in Online Assessment, Journal of Educational Technology Systems, Vol. 50, No. 3, 2022, pp. 356-378.
[47] G. Fulcher, Assessment Literacy for the Language Classroom, Language Assessment Quarterly, Vol. 9, No. 2, 2012, pp. 113-132.
[48] H. McBer, Research Into Teacher Effectiveness, Early Professional Development Of Teachers, Vol. 68, No. 216, 2001, pp. 1-69.
[49] E. Hartell, L. Gumaelius, and J. Svärdh, Investigating Technology Teachers' Self-efficacy on Assessment, International Journal of Technology and Design Education, Vol. 25, No. 3, 2015, pp. 321-337.
[50] R. Jervis, Understanding Beliefs, Political Psychology, Vol. 27, No. 5, 2006, pp. 641-663.
[51] E. Elstad, K. Christophersen, Teachers' Self-efficacy at Maintaining Order and Discipline in Technology-rich Classrooms with Relation to Strain Factors, International Journal of Learning, Teaching and Educational Research, Vol. 17, No. 1, 2017, pp. 103-119.
[52] C. M Tucker et al., Promoting Teacher Efficacy for Working with Culturally Diverse Students, Preventing School Failure: Alternative Education for Children and Youth, Vol. 50, No. 1, 2005, pp. 29-34.
[53] S. Fackler, L. Malmberg, Teachers' Self-Efficacy in 14 OECD Countries: Teacher, Student Group, School and Leadership Effects. Teaching and Teacher Education, Vol. 56, 2016, pp. 185-195.
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