Equitable teacher education in a virtual world: the promise of learning-oriented assessment

Abstract

ABSTRACT This study reports teacher perceptions towards learning-oriented assessment (LOA) in an English language teaching certification course (Kompetanse for Kvalitet, KfK). The course was delivered online during emergency remote teaching caused by the COVID-19 pandemic. Equitable practices in instruction and assessment aimed at collaboration, dialogue, group engagement, and active involvement based on LOA practices. Even though using assessment to promote learning has been gaining prominence, applying LOA in online learning has recently gained momentum. Thus, the study reports on how an online implementation of LOA is perceived by participants of a teacher education program concerning their learning. Data collection tools included a questionnaire (n = 132) and randomly sampled reflective writings (n = 23) submitted as part of the learner portfolio. Data were analyzed qualitatively through thematic analysis and quantitatively on SPSS using descriptive statistics and Factor Analysis with Varimax rotation. Findings indicated that LOA was perceived positively, offering opportunities to improve language and skills, link course content with teaching practice, and reflect on learning. Using LOA in post-COVID times empowered course participants to identify and monitor their progress and skills. The study has implications for teacher educators integrating LOA and technology in professional development to maintain equity and cultivate efficient learning.