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Alternative Web-Based Assessment and Academic Self-Efficacy of Pre-Service Student Teachers

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  • Dina Ahmed Ismaeel

    (King Faisal University, Saudi Arabia)

Abstract

The aim of the present study was to identify the effect of web-based self and peer-assessment approaches on improving pre-service student teachers' academic self-efficacy. In this context, a study was carried out during the second semester of the 2018 academic year among 48 pre-service student teachers enrolled in the Teacher Preparation Program, at the College of Education at King Faisal University. The Academic Self-Efficacy of Alternative Web-Based Assessment survey questionnaire (ASEAWA) was used for the purpose of this study. The results highlighted the value of utilizing self and peer-assessment approaches to enhance pre-service student teacher academic self-efficacy. The study found no significant difference between the influence of web-based self and peer-assessment approaches on academic self-efficacy in terms of the two ASEAWA factors investigated: Academic Achievement and Academic Development. This study has several implications for designers and developers of teacher preparation programs as well as for further research in the field.

Suggested Citation

  • Dina Ahmed Ismaeel, 2020. "Alternative Web-Based Assessment and Academic Self-Efficacy of Pre-Service Student Teachers," International Journal of Web-Based Learning and Teaching Technologies (IJWLTT), IGI Global, vol. 15(4), pages 66-81, October.
    • Handle: RePEc:igg:jwltt0:v:15:y:2020:i:4:p:66-81
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