Abstract
The new European Higher Education Area involves a change in the understanding of learning and the teacher's activity. In this respect, the new culture of higher education highlights the importance of integrating assessment into the training process. E-assessment, a term used to describe technology-facilitated assessment, can be a useful and efficient in terms of cost and time to implement formative and continuous evaluation. Providing immediate feedback during the formative e-assessment process is very important in learning and teaching. Pedagogical research on mobile learning as an independent method or learning enrichment tool is relatively new. This study investigates the perspectives of future teachers on formative e-assessment and the effectiveness of using the classroom response systems (CRSs), which are technology-based formative assessment tools, in improving students’ learning. The study employed quantitative and qualitative research methods by a questionnaire to collect data from 134 first- and second-year students in initial teacher training program from Technical University of Cluj-Napoca, Romania. The findings revealed that students believe in the importance of formative e-assessment and receiving immediate feedback which is supported using CRS. Practically, all students engaged in this process felt the e-assessment added value to their learning, saved learning time, created a more active and fun learning environment and they would like to see it implemented in other courses. By encouraging students to correct errors and to receive award marks, it has improved students’ learning experience. The results are discussed considering relevant research to suggest recommendations for improving e-assessment implementations in initial teacher training.
Published Version (
Free)
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call