Assessment for Learning: Improving Transition from University to Workplaces for Preservice Teachers in the 21st Century

Abstract

       This qualitative study intended to (1) explore existing assessment methods applied in a Thai preservice teacher program, (2) investigate assessment for learning and its elements that can promote professional identity and ease transition from university to workplace for preservice teachers in the 21^st century working atmosphere, and (3) provide recommendations on improving assessment approaches for the preservice teacher training program. The semi-structured interviews were carried out to collect data from eight lecturers in the teacher training program. The findings revealed that (1) various assessment approaches were adopted as viewed proper by the lecturers such as multiple-choice, take-home, and project-based examinations for formative and summative assessments. Assessment for learning served the purpose of promoting the students’ learning by engaging students, peers, and lecturers to seek, reflect upon, and respond to information. Feedbacks provided by students and lecturers were used for the improvement of teaching and learning regularly leading to self-regulation. This self-regulation enhanced teacher identity and eased transition from university to workplace in the 21^st century of preservice teachers. A call for change of assessment approach to be more diverse and flexible was evident. Although the lecturers were uncertain about assessment for learning, they already adopted elements of assessment for learning in their classroom practices. Thus, it is possible to implement assessment for learning as assessment development which helps elevate teacher identity of the preservice teachers.