School-based activities and internet research assignments as modes of assessment
Lim, K. M., & Hong, E. L. (2000). School-based activities and internet research assignments as modes of assessment. In J. Ee, Berinderjeet Kaur, N. H. Lee and B. H. Yeap (Eds.), New ‘Literacies’: Educational response to a knowledge-based society: Proceedings of the ERA-AME-AMIC Joint Conference 2000 (pp. 883-890). Singapore: Educational Research Association.
The assessment modes for a core module (PED505: The Psychology of Pupil Development and the Learning Process) at the Postgraduate Diploma of Education programme at the National Institute of Education were revised to: 1) integrate some components of the course with the School Experience component (School-based activities), 2) include elements of independent learning and online learning (Online assignments), and 3) increase the practical aspects of the learning activities and assignments (i.e., to help trainee teachers to better understand the linkages between theories and practice). Trainee teachers felt that it was a good idea to place course material on the internet, even though they are rather unsure if they would do well in courses that require the use of the internet. Trainee teachers most preferred and enjoyed the school-based activities and the online assignments, and least preferred and enjoyed the traditional written course assignment (term paper). Trainee teachers indicated that they learned the most from the school-based activities, and learned the least from the online assignments. The school-based activities, which require the trainee-teachers to integrate theoretical concepts to their classroom teaching, seem to be a good learning and assessment tool which the trainee teachers enjoyed.