Assessing for learning: Teacher Training in Practice Involving 14 Postgraduate Certificate in Education (PGCE) Students

Abstract

In this age of answerability, assessment is a dominant factor that can either promote or weaken learners’ education internationally. Yet many of the usual practices followed by institutions show that assessments in the classroom continue to be a challenge for teachers. This signifies that assessment is either not well understood or not done effectively during all stages of education. The study reported in this article attempted firstly to detect how prepared teachers were to perform assessments for learning, and secondly to enhance teachers’ assessment practices. It focused on the qualities of good assessment practices, different methods of assessment, types of assessment, and feedback and assessment to enhance learning in the classroom. A qualitative approach was used, involving 14 participants who had completed a postgraduate certificate in education (PGCE) at a distance teaching institution. Results revealed inter alia a need for longer teaching practice periods, the use of taxonomies on different cognitive levels, and subject-specific workshops. It is recommended that more practical examples, like lecture videos, taxonomies, and rubrics, should be employed, and assessment processes should embrace technology.