ABSTRACT
The COVID-19 pandemic forced most Canadian universities to shift to online teaching and learning. Professional programs such as the Bachelor of Education at St. Thomas University faced unique challenges in shifting to emergency remote teaching. It was challenging to know how best to deliver courses to ensure teacher candidates gained both knowledge of teachable subjects and skills and competencies important for the teaching profession. Questions emerged about how to assess teacher candidates’ content knowledge, teaching skills, and other related competencies. Using an intrinsic case study approach, this chapter reports on how teacher candidates and their professor implemented and responded to formative and summative assessment practices in an online learning environment. Specific aspects were identified as being particularly impactful and important to students’ learning, including reflective practices, formative assessments, authenticity of tasks, and meaningful assessments. Students reported on how these assessment practices supported knowledge transmission and the acquisition of important teaching skills.
