Building Preservice Elementary Teachers' Capacity in Authentic Assessment Through Problem-Based Learning

• In Event: 31.071 - Problem Activities and Assessment in Problem-Based Learning

Abstract

Building teachers’ capacity in the design and use of authentic assessments to support K−12 students’ learning of core subjects and integrated science, technology, engineering, and mathematics (STEM) subjects, and cross-curricular competencies has become increasingly important in education systems that aim to develop a highly-skilled, innovative, and resilient workforce. Hence, teacher preparation programs play a pivotal role to help prospective teachers develop their capacity in authentic assessment through innovative pedagogical approaches. This paper reports on a mixed-methods study investigating the use of problem-based learning (PBL) approach to developing preservice elementary teachers’ capacity in authentic assessment. Data sources include surveys, interviews, and artifacts (e.g., authentic assessment tasks designed by preservice teachers).

Authors

• Kim H. Koh, University of Calgary

• Olive Chapman