Investigating How Pre-service Primary School Teachers at The University of Botswana Interpret Video-Based Assessments in Mathematics Education

Abstract

In the rapidly evolving landscape of educational technology, the integration of online assessments has garnered global attention. This study focuses on video-based assessments, in the context of pre-service primary school teachers at the University of Botswana. Against the backdrop of the University of Botswana's efforts to adapt to digital platforms post-COVID-19, the study investigates the readiness and challenges faced by both students and instructors. The University of Botswana, traditionally employing limited ICT, initiated e-learning in 2001, a venture met with underutilization due to resource constraints. While the recent shift to e-learning during the pandemic highlighted challenges, such as poor infrastructure and internet accessibility, it also revealed potential benefits, emphasizing the need for effective technology integration. To address the dearth of research on pre-service teachers' perceptions in the Botswana context, this mixed-method case study employs surveys and semi-structured interviews. Findings indicate a moderate familiarity with video-based assessments, high participation rates, but a lower frequency of exposure among pre-service teachers. Positive perceptions regarding the impact on learning and academic performance are observed, with a moderate level of satisfaction. Thematic analysis identifies key areas for improvement, notably in feedback provision, technical support, and clarity of instructions. Recommendations encompass increased awareness, active student engagement, and strategic enhancements to frequency and integration. Professional development initiatives should focus on comprehensive feedback, self-reflection, clear instructions, and technical support. The study contributes to understanding pre-service teachers' perspectives, guiding policy decisions, curriculum development, and teacher training to effectively integrate online assessments into the Botswana education system.

Keywords: Online assessments, Video-based assessments, Pre-service teachers, Educational Technology, Digital learning platforms

DOI: 10.7176/JEP/15-4-05

Publication date:March 31^st 2024