An Electronic and Performance Test for the Applicants to Faculty of Education for Early Childhood in Egypt for Measuring the Skills of Teacher Students

Authors: Ahmed Amin Mousa, Gehan Azam

Abstract:

The current study presents an electronic test to measure teaching skills. This test is a part of the admission system of the Faculty of Education for Early Childhood, Cairo University. The test has been prepared to evaluate university students who apply for admission the Faculty. It measures some social and physiological skills which are important for successful teachers, such as emotional adjustment and problem solving; moreover, the extent of their love for children and their capability to interact with them. The test has been approved by 13 experts. Finally, it has been introduced to 1,100 students during the admission system of the academic year 2016/2017. The results showed that most of the applicants have an auditory learning style. In addition, 97% of them have the minimum requirement skills for teaching children.

Keywords: Electronic test, early childhood, skills, teacher student.

Digital Object Identifier (DOI): doi.org/10.5281/zenodo.1131543

References:

[1] Mousa, A. A., & Abd El-Salam, M. (2016). Employing QR Code as an Effective Educational Tool for Quick Access to Sources of Kindergarten Concepts. World Academy of Science, Engineering and Technology, International Journal of Social, Behavioral, Educational, Economic, Business and Industrial Engineering, 10(7), 2325-2328.
[2] Mousa, A. A., & Abd El Salam, M. (2016). A Proposed Program for Postgraduates in Egypt to Acquire the Skills and Techniques for Producing Concept Cartoons for Kindergarten Children. World Academy of Science, Engineering and Technology, International Journal of Social, Behavioral, Educational, Economic, Business and Industrial Engineering, 10(7), 2208-2212.
[3] Tisi, J., Whitehouse, G., Maughan, S., & Burdett, N. (2013). A review of literature on marking reliability research (Report for Ofqual). Slough: NFER.
[4] Hubbard, D. W. (2010). How to measure anything: finding the value of “intangibles” in business. Malden, MA: Wiley
[5] Farrell, T., & Rushby, N. (2015). Assessment and learning technologies: An overview. British Journal of Educational Technology.
[6] Stefani, L., Mason, R. & Pegler, C. (2007). The educational potential of e-portfolios. Abingdon, UK: Routledge. ISBN 978-0-415-41214-8.
[7] Tzeng, J.-Y. & Chen, S.-H. (2012). College students’ intentions to use e-portfolios: From the perspectives of career-commitment status and weblog-publication behaviours. British Journal of Educational Technology, 43, 163–176. doi: 10.1111/j.1467-8535.2010.01165.x.
[8] Barrett, H. & Carney, J. (2005). Conflicting paradigms and competing purposes in electronic portfolio development. Retrieved December 18, 2009, from http://electronicportfolios.org/portfolios/LEAJournal-BarrettCarney.pdf.
[9] Copeland, M. (2005). Socratic circles: fostering critical and creative thinking in middle and high school. Portland, Maine: Stenhouse Publishers. ISBN-10: 1571103945.
[10] Puentedura, R. (2014). SAMR: A contextualized introduction. Lecture at Pine Cobble School. Retrieved March, 13, 2014.
[11] Willingham, D. T., Hughes, E. M., & Dobolyi, D. G. (2015). The scientific status of learning styles theories. Teaching of Psychology, 42(3), 266-271.
[12] Pritchard, A. (2013). Ways of learning: Learning theories and learning styles in the classroom. Routledge.
[13] Franklin, S. (2006). VAKing out learning styles—why the notion of ‘learning styles’ is unhelpful to teachers. Education 3–13, 34(1), 81-87.