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Slade, C., Lawrie, G., Taptamat, N., Browne, E., Sheppard, K., & Matthews, K. E. (2022). Insights into How Academics Reframed Their Assessment during a Pandemic: Disciplinary Variation and Assessment as Afterthought. Assessment & Evaluation in Higher Education, 47, 588-605.
https://doi.org/10.1080/02602938.2021.1933379

has been cited by the following article:

• TITLE: WebQuests in Inquiry-Based Learning in Online Assessment of Teacher Education: From a Theory to Practice

  AUTHORS: Aysha Saeed AlShamsi

  KEYWORDS: Equity, Online Assessment, Performance Assessment, Task-Based Learning, WebQuest, Teacher Education

  JOURNAL NAME: Creative Education, Vol.15 No.1, January 31, 2024

  ABSTRACT: Teaching and learning activities in higher education institutions (HEIs) have been subject to unique challenges brought on by the coronavirus disease 2019 (COVID-19) pandemic. Although conversations surrounding inequality in learning during this period focused on the digital divide between and within countries, university administrators and classroom teachers were also concerned about ensuring equity in online assessment and evaluation for learners. The chapter offers an analysis of the theoretical underpinnings of Inquiry-Based Learning (IBL) and equity principles by elaborating on the process and its appropriateness as an assessment method for teacher education courses within the contextualized Emirati experience. In this chapter, the author reflects on the implementation of a model of a teacher education program in higher education where performance assessment is conducted through IBL and WebQuest. The importance of equity in assessment during online learning is highlighted, as well as the principles of an equitable online assessment.