Assessment as learning through digital portrayals: Exploring how educational technologies can help students make sense of the teacher-researcher’s role

Abstract

Pre-service teachers are expected to acquire the knowledge, skills and competencies necessary to teach effectively in school after their education programmes. Given the complexity of the teaching profession and the challenges associated with the school induction phase, students should be supported in developing an awareness of their professional profiles when they graduate. This study aimed to understand the experiences of 206 final-year students engaging in an assessment as portrayal activity consisting in creating a multimedia representation of themselves as teacher-researchers. A qualitative analysis of the analytical sheets was conducted to understand the teacher-researcher characteristics acquired as a professional posture, the overall benefits gained and the influence of educational technologies on the task. The results show that through assessment as learning, the students activated self-assessment and metacognitive processes, which led them to develop an awareness of areas of the teaching profession previously not considered relevant, such as reflective and research skills. Thus, the assessment as portrayal method implemented through educational technologies contributed to elaborating and conveying a self-representation as a teacher-researcher. Given the considerable cognitive engagement required of students, further studies could explore the use of artificial intelligence to support students in activating metaphorical thinking. Implications for practice or policy: • Higher education students can actively engage in assessment activities through self-feedback processes. • Students can understand how to leverage educational technologies to communicate information relevant to their professional profiles. • The outcomes of sustainable assessment with regard to self-regulated learning can support graduates when they start teaching. • Course instructors can promote the development of students’ life skills through metacognitive processes’ activation. • Course leaders can comprehend graduates’ professional profiles through assessment as portrayal activities.