Developing Assessment Competencies in Pre-Service Teachers through Digital Literacy Framework

Abstract

This research analyses the formation of assessment skills in the pre-service teachers via digital literacy grids. It is in this context of change that pre-service teachers need to be technically skilled with the technology as well as having a knowledge base for how pedagogically digital assessments can be both developed and implemented and interpreted. The aim of this study is to identify the digital assessment competencies that are required for pre-service teachers and to provide a systematic template that teacher education courses can use for training. Qualitative research design was used for this study. Data were drawn from semi[1]structured interviews with staff, focus-group discussions with pre-service teachers. The sample included 25 pre-service teachers as well as the 5 members of faculty, providing a balance between learner and teacher experiences. The results identify four main areas of digital-assessment competence; constructing digital assessment, offering data-orientated feedback, promoting self-directed learning and linking pedagogical understanding to digital resources. From these findings researchers derive the Digital-Pedagogical Assessment Competency (DPAC) Framework that was constructed to focus on the principles; ethical and inclusive pedagogical intent, technical competences. This study adds to the knowledge base about bridging digital literacy with pedagogical assessment in pre-service teacher education programs. The DPAC Framework offers practical advice for integrating digital assessment skills across a variety of courses at the pre-service level, and promotes teachers’ professional competence and an ethical approach to assessment that focuses on learning.