Individual Effects of a Web-Based Accountability System In a Teacher Education Program

Abstract

This paper describes the results of teacher education candidates’ use of a Web-based assessment system including electronic portfolios. A teacher education program adopted a novel Web-based Accountability Model for assessment and learning. The Web-based Education Accountability System (EAS) was based on the Web-based Accountability Model, and consisted of an electronic portfolio sub-system, an online performance assessment sub-system, and an Accountability Center sub-system. The objective of this study was to experimentally test teacher candidates’ views towards using the system. The experiment also examined the effect of the EAS on candidates’ cognitive learning. Thirty-one preservice teacher candidates enrolled in teacher certification programs participated in this study in Spring 2002. Questionnaires were presented to candidates as pre- and posttests. Content analysis was employed to qualitatively analyze the electronic portfolio to examine the development of cognitive skills. The content analysis and questionnaire results showed that preservice teachers (1) thought the EAS positively facilitated learning to teach and helped them meet teacher standards over time, and (2) became more engaged in reflective and cognitive activities by using the electronic portfolio over time.