Identifier

etd-11062007-181936

Degree

Doctor of Philosophy (PhD)

Department

Educational Theory, Policy, and Practice

Document Type

Dissertation

Abstract

Electronic assessment systems (EASs) have proliferated teacher education programs in postsecondary education. Mostly, these systems facilitate candidate and program assessment through technology-mediated procedures, allowing for greater efficiency and accuracy in data collection and analysis. If implemented successfully, the work of individuals associated with teacher education programs from faculty members to assessment coordinators and beyond has the potential to benefit from utilizing the system for course-based and programmatic assessment, both of which are criteria for the accreditation of teacher education programs by the National Council for Accreditation of Teacher Education (NCATE). This qualitative study explores the perceptions of faculty and assessment coordinators at three institutions of higher education as they relate to three different EASs. Such research is absent from current literature. However, limited research on EASs does exist, and this study contributes to that research within the context of teacher education programs and the innovation diffusion theoretical framework. To accomplish that, the research questions are addressed through the use of informal conversational and interview guide protocols, both suggested by Patton (2002), with the participants. Data analysis reflects the constant comparative method of qualitative data analysis (Glaser & Strauss, 1967), and the results of that analysis are presented in question-and-answer case study and cross-case analysis formats. These reporting methods present comprehensive results through thick descriptions (Patton, 2002) and discussions of cross-case themes, respectively. Results of this study lead the researcher to conclude that EASs are significant in teacher education programs, and the results reveal that the critical issues regarding EAS adoption relate to (1) technology mandates by NCATE, (2) the issues of change and innovation diffusion as they relate to individuals and organizations, and (3) the standardization effect of EASs on assessment.

Date

2007

Document Availability at the Time of Submission

Release the entire work immediately for access worldwide.

Committee Chair

Janice Hinson

DOI

10.31390/gradschool_dissertations.3205

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