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<p>This study explores the transformation of teaching and assessment methods in the context of media applications, particularly the rise of E-learning and blended teaching driven by rapid ICT advancements. These changes necessitate updates in teachers’ teaching and assessment literacies to align with modern educational trends. This adaptation is essential for broadening the criteria of teachers’ educational assessment competencies, particularly in pre-service teacher training programs. A comprehensive review of published research (1990–2020) revealed a gap in standards specifically tailored for evaluating pre-service teachers’ educational assessment competencies. Existing standards, designed for both pre-service and in-service teachers, fail to account for the lack of real-world experience among pre-service teachers, potentially omitting key assessment criteria. To address this, the study introduces an adaptive KPIE framework (Knowledge, Practice, ICT integration, and Ethics) for measuring pre-service teachers’ educational assessment competencies. This framework underpins the development of adaptive assessment standards tailored for pre-service teachers. Rigorous testing of these standards demonstrated strong reliability (Cronbach’s Alpha = 0.986, KMO = 0.980) and was applied to evaluate 314 pre-service teachers across two educational universities. Results highlighted significant practical insights into pre-service teachers’ classroom assessment competencies. These findings offer a foundation for refining training programs, strategies, and plans to better equip pre-service teachers for educational innovation.</p>

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Evaluating educational assessment competence of pre-service teachers: extended standards in the context of digital classroom assessment transformation

  • 期刊论文

  • 发表日期：

    2025年2月27日

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  • Loc Phuoc Hoang,
  • Phuong Anh Le,
  • Huy Thanh Le,
  • Dung The Nguyen,
  • Thanh Chi Phan,
  • Hieu Thanh Le,
  • Hung Van Tran,
  • Quoc Hoa Tran-Duong

摘要

This study explores the transformation of teaching and assessment methods in the context of media applications, particularly the rise of E-learning and blended teaching driven by rapid ICT advancements. These changes necessitate updates in teachers’ teaching and assessment literacies to align with modern educational trends. This adaptation is essential for broadening the criteria of teachers’ educational assessment competencies, particularly in pre-service teacher training programs. A comprehensive review of published research (1990–2020) revealed a gap in standards specifically tailored for evaluating pre-service teachers’ educational assessment competencies. Existing standards, designed for both pre-service and in-service teachers, fail to account for the lack of real-world experience among pre-service teachers, potentially omitting key assessment criteria. To address this, the study introduces an adaptive KPIE framework (Knowledge, Practice, ICT integration, and Ethics) for measuring pre-service teachers’ educational assessment competencies. This framework underpins the development of adaptive assessment standards tailored for pre-service teachers. Rigorous testing of these standards demonstrated strong reliability (Cronbach’s Alpha = 0.986, KMO = 0.980) and was applied to evaluate 314 pre-service teachers across two educational universities. Results highlighted significant practical insights into pre-service teachers’ classroom assessment competencies. These findings offer a foundation for refining training programs, strategies, and plans to better equip pre-service teachers for educational innovation.