Pre-service visual art teachers' perceptions of assessment in online learning

Loading...
Thumbnail Image
File version

Version of Record (VoR)

Author(s)
Allen, JM
Wright, S
Innes, M
Griffith University Author(s)
Primary Supervisor
Other Supervisors
Editor(s)
Date
2014
Size
File type(s)
Location
License
Abstract

This paper reports on a study conducted into how one cohort of Master of Teaching pre-service visual art teachers perceived their learning in a fully online learning environment. Located in an Australian urban university, this qualitative study provided insights into a number of areas associated with higher education online learning, including that of assessment, the focus of this paper. Authentic assessment tasks were designed within the University’s learning and teaching framework of constructive alignment and were sequenced across the three semesters of the visual art program. Analysis of data collected through a questionnaire and semi-structured interviews revealed that participants largely held very positive attitudes about the suite of online assessment tasks, particularly in light of (a) the collaborative learning that took place, (b) the nature, structure and sequence of the tasks, and (c) the ways in which the tasks contributed to their workplace readiness.

Journal Title

Australian Journal of Teacher Education

Conference Title
Book Title
Edition
Volume

39

Issue

9

Thesis Type
Degree Program
School
Publisher link
Patent number
Funder(s)
Grant identifier(s)
Rights Statement
Rights Statement

© The Author(s) 2014. The attached file is reproduced here in accordance with the copyright policy of the publisher. For information about this journal please refer to the journal’s website or contact the author(s).

Item Access Status
Note
Access the data
Related item(s)
Subject

Education

Specialist studies in education not elsewhere classified

Education systems

Persistent link to this record
Citation
Collections