Sociocultural Perspective on Assessment for Learning: Exploring Pre-Service Teachers’ Understanding

Abstract

Assessing students' performance in a particular context is crucial for teachers. Teachers should have enough knowledge and skill of how students construct their knowledge to enhance their learning. The study aimed to explore the pre-service teachers' understanding of assessment for learning from a sociocultural perspective. In a qualitative research design, a semistructured interview was conducted with five second-year secondary pre-service teachers studying 'Assessment for learning' as a foundation course in their B.Ed. programme. The analysis of the finding revealed that participants had minimal understanding of assessment for learning. Participants were not adequately prepared to assess students' performance in a sociocultural paradigm.