Online assessment tools. The challenge of training pre-service teachers

Laura Sara Agrati; Loredana Perla; Viviana Vinci; Arianna Beri

doi:10.24059/olj.v29i4.5217

Authors

Laura Sara Agrati Università Telematica Pegaso
Loredana Perla University of Bari
Viviana Vinci
Arianna Beri Università degli Studi di Bergamo

DOI:

https://doi.org/10.24059/olj.v29i4.5217

Keywords:

assessment, tools, pre-service teachers

Abstract

This study explores how online assessment tools can support the development of pre-service secondary teachers’ assessment competencies, with a focus on the impact of prior teaching experience. It was conducted with a sample of 3,780 pre-service teachers at Pegaso University in Italy, 64.9% of whom had experience of working in a school for an average of eight years each. A questionnaire was administered in early 2024 to examine the participants’ attitudes toward knowledge and use of digital assessment tools. The results revealed a strong preference for online tools due to their perceived efficiency, clarity, and transparency. Although there was little correlation between experience and overall frequency of use (r = 0.02), more experienced teachers reported a higher appreciation of tool selection (r = 0.11), format suitability (r = 0.15), and assessment utility (r = 0.42). These findings highlight that teaching experience enhances critical engagement with digital assessment as well as familiarity. Based on the teacher assessment literacy in practice model, this study recommends that teacher education programs should adapt their training to different levels of experience to promote the development of effective and ethical digital assessment skills.

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