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DOI

10.14221/ajte.2013v38n4.6

Abstract

Teacher-candidate course assessment is one topic that has not been adequately explored in teacher education literature where pre-service teachers’ voices are rarely heard. Assessment methods in pre-service teacher programs across the world, including in Saudi Arabia, have received little exploration in the literature. This mixed-methods study explored a group of female pre-service teachers (n = 83) enrolled in a Diploma of Education program to identify their preferred method of assessment for their learning. The results showed that these individuals preferred a group assignment, consisting of a written report and an oral presentation, over an individual assignment, consisting of an individual essay, because the group assignment helped them to break through the boundary of facing an audience and encouraged them to exchange knowledge with their counterparts.

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Link to publisher version (DOI)

10.14221/ajte.2013v38n4.6