Learning and Practicing Assessment in a Pre-service Teacher Education Program: Comparative Perspective of UK and Pakistani Universities

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Assessment in a Pre-service Teacher Education Program: Comparative Perspective of UK and Pakistani Universities</title> <meta name="description" content="Learning and Practicing Assessment in a Pre-service Teacher Education Program: Comparative Perspective of UK and Pakistani Universities"> <meta name="keywords" content="Learning supportive assessment, pre-service teacher education, theory-practice gap, teacher education."> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <meta name="citation_title" content="Learning and Practicing Assessment in a Pre-service Teacher Education Program: Comparative Perspective of UK and Pakistani Universities"> <meta name="citation_author" content="Malik Ghulam Behlol"> <meta name="citation_author" content="Alison Fox"> <meta name="citation_author" content="Faiza Masood"> <meta name="citation_author" content="Sabiha Arshad"> <meta 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mt-3 mb-3"> <h5 class="card-header" style="font-size:.9rem">Learning and Practicing Assessment in a Pre-service Teacher Education Program: Comparative Perspective of UK and Pakistani Universities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Malik%20Ghulam%20Behlol">Malik Ghulam Behlol</a>, <a href="https://publications.waset.org/search?q=Alison%20Fox"> Alison Fox</a>, <a href="https://publications.waset.org/search?q=Faiza%20Masood"> Faiza Masood</a>, <a href="https://publications.waset.org/search?q=Sabiha%20Arshad"> Sabiha Arshad</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p>This paper explores the barriers to the application of learning-supportive assessment at teaching practicum while investigating the role of university teachers (UT), cooperative teachers (CT), prospective teachers (PT) and heads of the practicum schools (HPS) in the selected universities of Pakistan and the UK. It is a qualitative case study and data were collected through the lesson observation of UT in the pre-service teacher education setting and PT in practicum schools. Interviews with UT, HPS, and Focus Group Discussions with PT were conducted too. The study has concluded that as compared to the UK counterpart, PTs in Pakistan face significant barriers in applying learning-supportive assessment in the school practicum settings because of large class sizes, lack of institutionalised collaboration between universities and schools, poor modelling of the lesson, ineffective feedback practices, lower order thinking assignments, and limited opportunities to use technology in school settings. </p> <iframe src="https://publications.waset.org/10013483.pdf" style="width:100%; height:400px;" frameborder="0"></iframe> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Learning%20supportive%20assessment" title="Learning supportive assessment">Learning supportive assessment</a>, <a href="https://publications.waset.org/search?q=pre-service%20teacher%20education" title=" pre-service teacher education"> pre-service teacher education</a>, <a href="https://publications.waset.org/search?q=theory-practice%20gap" title=" theory-practice gap"> theory-practice gap</a>, <a href="https://publications.waset.org/search?q=teacher%20education." title=" teacher education."> teacher education.</a> </p> <a href="https://publications.waset.org/10013483/learning-and-practicing-assessment-in-a-pre-service-teacher-education-program-comparative-perspective-of-uk-and-pakistani-universities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10013483/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10013483/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10013483/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10013483/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10013483/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10013483/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10013483/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10013483/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10013483/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10013483/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10013483.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">192</span> </span> <p class="card-text"><strong>References:</strong></p> <br>[1] Sweller, J. (2009). Cognitive bases of human creativity. Educational Psychology Review, 21(1), 11–19. <br>[2] Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s Taxonomy of Educational Objectives (Completed.). New York: Longman. <br>[3] Burke, M. K & Fanshawe, M. (2021). The Value of Praxis-Based Assessment to Stimulate Practical Engagement and Classroom Readiness in Online Initial Teacher Education. Australian Journal of Teacher Education, 46(10), 91-109. <br>[4] Ayalon, M., & Wilkie, K. (2020). Developing assessment literacy through approximations ofpractice: Exploring secondary mathematics pre-service teachers developing criteria for a rich quadratics task. Teaching and Teacher Education, 89. 1-14. https://doi.org/10.1016/j.tate.2019.103011 <br>[5] Bashir, M. (2002). A study of examination system of Pakistan and development of a model for twenty first century (Doctoral dissertation, PMAS-Arid Agriculture University, Rawalpindi). <br>[6] Chohan, B.I. & Shiekh, M A., (2019). Teachers’ Perspectives and Challenges in Assesment of Revised Teachers’ Training Programs, Journal of Gender and Social Issues, 18(2), 99-109 <br>[7] Naeemullah, K., Muhammad, I. H., Muhammad, S., Uddin, M. N., & Shafqat, H. (2010). The managerial behavior of secondary school heads in Punjab (Pakistan). Educational Research and Reviews, 5(4).186. http://www.academic.journals.org/err/abstracts/abstract2010/ <br>[8] Government of Pakistan (2009) National Professional Teacher Standards, Policy and Planning Wing, Ministry of Education, Government of Pakistan, Islamabad <br>[9] Behlol, G. M & Cajkler, W. (2018). Practices, Challenges and Implications of Teaching and Assessment of Cognitive Skills in Higher Education, Pakistan Journal of Education, 35 (1), 113-140 <br>[10] Gogus, A. (2012). Active Learning. In N. M. Seel (Ed.), Encyclopedia of the sciences of learning (pp. 77-80). Springer. https://doi.org/10.1007/978-1-4419-1428-6_489 <br>[11] Creswell, J. W. & Clark, V. L. P. (2007). Designing and Conducting Mixed Methods Research’ Sage Publications Ltd, USA. <br>[12] Harris, L. R., Brown, G. T. L., & Dargursh, J. (2018). Not playing the game: Student assessment resistance as a form of agency. 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Learning and Practicing Assessment in a Pre-service Teacher Education Program: Comparative Perspective of UK and Pakistani Universities