Australian Journal of Teacher Education
Keywords
Initial Teacher Education, Pre-Service Teachers, Assessment, Audio-Visual Essay, Higher Education, Arts Education
Abstract
Assessment in Initial Teacher Education (ITE) plays an important role in shaping Pre-Service Teachers’ (PSTs) understanding of assessment in their future classroom practices. While research highlights the value of authentic and multimodal assessment in higher education, little is known about the use of audio-visual essay assessments within ITE. This qualitative interpretive study explored PSTs’ experiences of completing an audio-visual essay assessment in an Australian undergraduate ITE course. Data were collected through semi-structured interviews with 18 PSTs and analysed using an inductive qualitative thematic analysis informed by Saldaña’s two-cycle coding framework. Three themes were identified: initial apprehension and overcoming challenges, advantages of the audio-visual essay and perceived future relevance for teaching practice. Although participants initially reported uncertainty and technological challenges, they later described the assessment as engaging, creative, and supportive of deeper learning. The study contributes to assessment design in ITE by showing that audio-visual essay assessment can broaden PSTs’ awareness of alternative assessment approaches when supported by clear task guidance and explicit links to future classroom practice.
Was this research funded?
Yes, research was funded
Recommended Citation
Turner, K., & Ng, A. (2026). Audio-visual Essay Assessment in Initial Teacher Education: An Exploration of Pre-service Teachers’ Experiences. Australian Journal of Teacher Education, 51(3). https://doi.org/10.14221/1835-517X.7093