Online assessment supporting teaching practicum

Discipline Area

Physical Education Teacher Education

Key assessment issue addressed

• online assessment;

• assessment of large classes;

• physical education teacher skill acquisition.

The initiative

The University of Ballarat Physical Education Teacher Education (PETE) programme includes a practicum that places approximately 210 students in schools across the state (in some cases, interstate or internationally) annually. In addition to group size, problems have arisen with the nature and accessibility of assessment data.

The size of the region created by student requested placements, is requiring a move to regionally based moderators. In the past university staff would offer to travel long distances to observe students. An over-reliance on staff good will, places some doubt on the sustainability of this practice.

Previously, the same assessment tool was used for every practicum. The generic competencies failed to acknowledge or encourage ongoing development over the 4 years. In response to this, the new PETE programme is being developed around 4 levels of competencies linked to the following themes:

• Establishing a presence
• Building confidence and managing
• Planning for learning
• Maximising learning

To date (competency trials commenced, semester 2, 2001) anecdotal evidence suggests that students appreciate knowing the expected outcomes of the practicum. Likewise, teachers and moderators have suggested that the competencies provide a focused framework for assessing both individual lessons and the practicum as a whole.

Currently 3 assessment tools are used:

• Lesson critiques (kept by the student)
• Practicum Reports (stored in the Schools Experience office)
• Moderator Reports (stored in my office)

In the past the three have been rarely used collaboratively, to assist or assess an individual. Additionally, course co-ordinators situated across campus, could not readily access this information. In requiring the written reports and critiques to be entered into cumulative individual databases via a web-based interface, some of the issues with storage, access and validity of the assessment data will be addressed.

The reason for the initiative's effectiveness

Once realised, the initiative should promote sustainable practices, supported by a competency framework that encourages ongoing development, which is stored in a form readily accessible to those who require it.

Further details

James O'Meara
Physical Education Teacher Education
University of Ballarat
j.omeara@ballarat.edu.au