Using web-based simulated classroom to develop pre-service teachers’ classroom assessment practice
The development of classroom-based formative assessment is crucial for preservice teachers. This study investigated the extent to which Virtual Reality (VR) simulation may improve teacher trainees’ self-efficacy and influence their preferences regarding classroom-based formative assessment practices...
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| Format: | Article |
| Language: | English |
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International Forum of Educational Technology & Society
2025-01-01
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| Series: | Educational Technology & Society |
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| Online Access: | https://www.j-ets.net/collection/published-issues/28_1#h.8tr5c162bj8c |
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| _version_ | 1850146919233355776 |
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| author | Wei Wei, Rong Xia, Haoming Lin, Ziqi Chen, Xiaoshu Xu |
| author_facet | Wei Wei, Rong Xia, Haoming Lin, Ziqi Chen, Xiaoshu Xu |
| author_sort | Wei Wei, Rong Xia, Haoming Lin, Ziqi Chen, Xiaoshu Xu |
| collection | DOAJ |
| description | The development of classroom-based formative assessment is crucial for preservice teachers. This study investigated the extent to which Virtual Reality (VR) simulation may improve teacher trainees’ self-efficacy and influence their preferences regarding classroom-based formative assessment practices. A total of 66 pre-service language teacher trainees from one of the largest teacher training centers in East China participated in the study. Random assignment was used, with half of the participants assigned to the experimental group and the other half to the control group. The quasi-experimental study revealed that teacher trainees in the VR experimental group reported significantly higher self-efficacy levels in designing and operating classroom-based formative assessment tasks. Additionally, they expressed stronger preferences for using such tasks in the post-test, compared to their pre-test ratings. In contrast, no significant difference was observed between the two tests in the control group. Furthermore, Analysis of Covariance (ANCOVA) test results confirmed this pattern even after controlling for teacher trainees’ pre-test ratings. These findings underscore the considerable potential of using VR-simulated activities as an effective means to enhance teacher assessment literacy and practice. |
| format | Article |
| id | doaj-art-41ae251c99fb4b5caae3e783184bb408 |
| institution | OA Journals |
| issn | 1176-3647 1436-4522 |
| language | English |
| publishDate | 2025-01-01 |
| publisher | International Forum of Educational Technology & Society |
| record_format | Article |
| series | Educational Technology & Society |
| spelling | doaj-art-41ae251c99fb4b5caae3e783184bb4082025-08-20T02:27:42ZengInternational Forum of Educational Technology & SocietyEducational Technology & Society1176-36471436-45222025-01-01281397411https://doi.org/10.30191/ETS.202501_28(1).SP06Using web-based simulated classroom to develop pre-service teachers’ classroom assessment practiceWei Wei, Rong Xia, Haoming Lin, Ziqi Chen, Xiaoshu XuThe development of classroom-based formative assessment is crucial for preservice teachers. This study investigated the extent to which Virtual Reality (VR) simulation may improve teacher trainees’ self-efficacy and influence their preferences regarding classroom-based formative assessment practices. A total of 66 pre-service language teacher trainees from one of the largest teacher training centers in East China participated in the study. Random assignment was used, with half of the participants assigned to the experimental group and the other half to the control group. The quasi-experimental study revealed that teacher trainees in the VR experimental group reported significantly higher self-efficacy levels in designing and operating classroom-based formative assessment tasks. Additionally, they expressed stronger preferences for using such tasks in the post-test, compared to their pre-test ratings. In contrast, no significant difference was observed between the two tests in the control group. Furthermore, Analysis of Covariance (ANCOVA) test results confirmed this pattern even after controlling for teacher trainees’ pre-test ratings. These findings underscore the considerable potential of using VR-simulated activities as an effective means to enhance teacher assessment literacy and practice.https://www.j-ets.net/collection/published-issues/28_1#h.8tr5c162bj8cvrteacher educationclassroom-based formative assessmentself-efficacy |
| spellingShingle | Wei Wei, Rong Xia, Haoming Lin, Ziqi Chen, Xiaoshu Xu Using web-based simulated classroom to develop pre-service teachers’ classroom assessment practice Educational Technology & Society vr teacher education classroom-based formative assessment self-efficacy |
| title | Using web-based simulated classroom to develop pre-service teachers’ classroom assessment practice |
| title_full | Using web-based simulated classroom to develop pre-service teachers’ classroom assessment practice |
| title_fullStr | Using web-based simulated classroom to develop pre-service teachers’ classroom assessment practice |
| title_full_unstemmed | Using web-based simulated classroom to develop pre-service teachers’ classroom assessment practice |
| title_short | Using web-based simulated classroom to develop pre-service teachers’ classroom assessment practice |
| title_sort | using web based simulated classroom to develop pre service teachers classroom assessment practice |
| topic | vr teacher education classroom-based formative assessment self-efficacy |
| url | https://www.j-ets.net/collection/published-issues/28_1#h.8tr5c162bj8c |
| work_keys_str_mv | AT weiweirongxiahaominglinziqichenxiaoshuxu usingwebbasedsimulatedclassroomtodeveloppreserviceteachersclassroomassessmentpractice |