Assessment practices in teacher education
a study of Portuguese and Polish students and programme coordinators
Keywords:
Ensino Superior, Avaliação, Formação de Professores, Alunos futuros professores, coordenadoresAbstract
This article reports on findings arising from a broader study aimed at understanding student teachers and programme coordinators’ views on assessment practices in teacher education programmes in Portugal and Poland. In total, 355 Portuguese and 434 Polish students participated in the study. As for the interviews, 6 Portuguese and 8 Polish coordinators participated. Findings point to a greater preference for traditional assessment methods by the Polish students, while Portuguese students emphasise fairness of participation in assessment and also report higher levels of participation in assessment. The Portuguese coordinators point to the need to change the ways in which feedback is provided and its importance as well the need for a better preparation of the students for their professional practice. In turn, the Polish coordinators highlight the need to implement assessment methods that prepare students for teaching practice.
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