REIMAGINING ASSESSMENT: PRE-SERVICE TEACHERS' VOICES ON ONLINE EVALUATION DURING THE COVID-19 PANDEMIC

Abstract

The COVID-19 pandemic has catalyzed a worldwide shift from traditional face-to-face teaching to online education, profoundly impacting various sectors including education. This study investigates the perspectives of pre-service teachers on online assessment during the pandemic. Employing a phenomenological design, data were collected through structured interviews from 138 teacher candidates. The findings, analyzed using content analysis, shed light on the effectiveness of online assessment amidst the pandemic. As distance education has evolved over time, encompassing e-learning, virtual learning, and web-based learning, the pandemic has further emphasized technology's pivotal role in education. Assessing students' knowledge and skills in online settings has posed challenges, with computer-based assessment emerging as a key tool. Asynchronous assessment, through assignments and portfolios, nurtures diverse skills like critical thinking, while synchronous methods mirror traditional evaluations online. The pandemic has accelerated the integration of digital tools and flexible approaches in education, urging educators to innovate assessment techniques. While posing challenges, the pandemic also serves as a catalyst for positive changes in education, emphasizing the need for adaptable and high-quality teaching methods in all circumstances.