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ERIC Number: EJ1455468
Record Type: Journal
Publication Date: 2024
Pages: 12
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-None
EISSN: EISSN-2538-1032
Student Teachers' Reflections on Online Assessment during Teaching Practice Placements
Micheal M. Van Wyk; Bernadictus O. Plaatjies; Aloysius Seherrie
International Journal of Work-Integrated Learning, v25 n4 p715-726 2024
Work-integrated learning (WIL) is a vital pedagogical strategy in higher education for engaging student teachers to apply their knowledge and skills in authentic contexts. This paper provides an exploratory case study of an open distance and e-learning university (ODeL) in South Africa, to evaluate the effectiveness of online assessments for final-year student teachers. Through an interpretive-constructivist paradigm, a qualitative approach was adopted to interview six (n=6) participants on their experiences and perceptions of online assessment during placement. Findings demonstrate that online assessment facilitates reflective pedagogy and enables student teachers to receive constructive feedback. Mentoring emerged as a vital support strategy during teaching placements. However, several drawbacks - such as stress, anxiety, power outages, connectivity, dysfunctional computers, and incorrect lesson plan templates - affected the online assessment of teaching practice. This study highlights the benefits and challenges in online assessment in WIL, contributing to growing quality WIL practice and effective online assessment.
New Zealand Association for Cooperative Education. University of Waikato, Private Bag 3105, Hamilton 3240, New Zealand. Tel: +64-7-838-4892; e-mail: editor@ijwil.org; Web site: https://www.ijwil.org/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa
Grant or Contract Numbers: N/A