ABSTRACT
The authors are interested in student experiences and assessment pedagogies, and they offer insights about the effectiveness of current online approaches to assessment and the applicability of student assessment practices in both teacher education programs and K-12 online learning environments. Their study was framed by Mason's theory of professional 'noticing' and drew on online and in-person learning contexts to examine the experiences of teacher educators and preservice teachers as they navigated a cocreated assessment practices partnership. Best practices in providing feedback through strategies such as video and audio tools, single-point rubrics, peer and self-assessment, scaffolded assessments, and reflective practices. Themes that emerged from their case study suggest that preservice teachers gained a new awareness of the possibilities and the challenges of assessment practices and the role of technology in online teaching and assessment.
