Using assessment to transform the way pre-service teachers learn
insights from a pedagogical intervention
Keywords:
Assessment practices. Assessment conceptions. Feedback. University teachers. Pre-service teachers.Abstract
This paper examines the conceptions and practices of assessment of a university teacher, in a perspective of professional development, complemented by her students’ (n=25) perceptions. Data were collected in a course from a master's degree in Teacher Education at a Portuguese public university. An Intervention and Training Project was carried out, combining qualitative and quantitative methods. It included the analysis of interaction strategies, the potential and limitations of the assessment methods and their implications for teaching, learning and academic results. The formative function of assessment, through regulating, monitoring, guiding, improving and supporting student learning and the involvement of students in the assessment practices emerges.
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