Welcome to the InfoSci Platform
Reference Hub2
Alternative Web-Based Assessment and Academic Self-Efficacy of Pre-Service Student Teachers

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

Dina Ahmed Ismaeel
Copyright: © 2020 |Volume: 15 |Issue: 4 |Pages: 16
ISSN: 1548-1093|EISSN: 1548-1107|EISBN13: 9781799803997|DOI: 10.4018/IJWLTT.20201001.oa1
Cite Article Cite Article

MLA

Ismaeel, Dina Ahmed. "Alternative Web-Based Assessment and Academic Self-Efficacy of Pre-Service Student Teachers." IJWLTT vol.15, no.4 2020: pp.66-81. http://doi.org/10.4018/IJWLTT.20201001.oa1

APA

Ismaeel, D. A. (2020). Alternative Web-Based Assessment and Academic Self-Efficacy of Pre-Service Student Teachers. International Journal of Web-Based Learning and Teaching Technologies (IJWLTT), 15(4), 66-81. http://doi.org/10.4018/IJWLTT.20201001.oa1

Chicago

Ismaeel, Dina Ahmed. "Alternative Web-Based Assessment and Academic Self-Efficacy of Pre-Service Student Teachers," International Journal of Web-Based Learning and Teaching Technologies (IJWLTT) 15, no.4: 66-81. http://doi.org/10.4018/IJWLTT.20201001.oa1

Export Reference

Mendeley
Favorite Full-Issue Download

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.