Process vs. Product: Rethinking Assessment in Teacher Education from Self Assessment to Teacher Work Samples, Digital Stories to E-portfolios
Abstract: In a project based learning curriculum, participants will be encouraged to learn through a process where they write questions and to integrate new media and technologies into their media projects. When it comes to assessment, usually the instructor’s role is to ask the questions, give the assignments, and judge the products whereas the role of students is to produce successful outcomes. From a constructivist point of view, this is inappropriate in relation to students' learning. Therefore, alternative approaches to project assessment are critical especially in teacher education programs. This study is based on participatory action research. We design a model and test it in different types of courses. The goal is to explore and design new assessment tools, templates, and strategies so that the participants will be more motivated to reflect their own learning process and to take responsibility for their own learning.