Exploring Trainee Science Teachers’ Assessment as Learning (AaL) and Assessment for Learning (AfL) Practices in a Teacher Training Program

Abstract

This exploratory study provided insight into trainee science teachers’ (TST) assessment as learning and assessment for learning practices and their differences and similarities. The participants included secondary school trainee science teachers on an initial teacher training program in a university in England and school mentors supporting them. Data was collected through interviews, lesson observations and focus group. The data were analyzed using thematic analysis with recurrent themes identified and coded to create relationships and links on the differences and similarities in TSTs' classroom assessment practices. The findings included dichotomization of AaL and AfL, assessment as a mastery teaching process, and coordinated collaborative professional development support for the TSTs by the university and the school experience mentors. The result highlighted the issue of assessment competence and literacy and the need to further support TSTs in developing their assessment practices.