VOlUME 05 ISSUE 10 OCTOBER 2022
M. Rajendran
Assistant Professor, Department of Education, 33, Chhatra Marg, University of Delhi, Delhi -110007, India
DOI : https://doi.org/10.47191/ijsshr/v5-i10-21Google Scholar Download Pdf
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 semi-structured 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.
KEY WORDS:Assessment for learning, pre-service teacher, sociocultural perspective, teacher education
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