The pedagogy to be examined in the study is called “flipped classroom” which emphasizes flipping the directed instructions to online lectures but having group activities in classes. This approach is widely promoted around the world in recent years. However most studies conducated on flipped classroom are still mainly on the design principles and the implementation process. The assessment issues involved in a flipped classroom still need to be investigated. The study aimed to investigate these assessment issues in flipped classroom approach. The study was conducted in the teacher education courses taught by the researchers. The student teachers in his classes were invited to participate. During a directed study week, learners were asked to learn from different online materials prepared by the course lecturer according to their online pre-test results. Learners would attempt an online post-test after learning at their own pace and time. Thus, both learners and course lecturer would be informed of participants’ learning outcomes conveniently and quickly. To consolidate learners’ knowledge, they would also apply their recently acquired knowledge to solve authentic problems in groups when they met in class where the educator could provide more support to those learners who did not do well in the post-test. After completing a case, data analysis would be carried out. The findings would inform the design and implementation of asscessment strategies in the case followed.
|Publication status||Published - Mar 2017|