Abstract
Pre-service teacher education comprises essential courses to prepare prospective
teachers for effective classroom assessment practices. The study analyzes study
material on students’ assessment and assessment literacy of prospective teachers
is investigated which require close attention of policy makers and practitioners for
authentic assessment in classrooms. A sequential triangulation research design,
using mix-method approaches, has been used for this research. All distance
education students studying in B.Ed. and M.Ed. programs at Allama Iqbal Open
University, Islamabad make the target population of the study. Through random
sampling techniques, a sample of 344 prospective teachers and 18 teacher educators
constitute the sample group. Results indicate that the study material satisfied
the standards as stipulated in the National Professional Standards for Teachers
in Pakistan; however, the assessment literacy of prospective teachers was found
unsatisfactory. Furthermore, it was revealed that students’ low motivation, low
interaction between tutors and prospective teachers, and traditional approaches
and beliefs were found to be the areas requiring urgent attention with regard to
reforms in assessment. The presentation of study materials is found to be less
engaging with no clearly specified road map for implementation in classrooms.
Assessment practices by teacher educators included only summative approaches. Therefore, it is recommended that the study materials may be re-designed to ensure
that it leads towards prospective teachers’ assessment literacy.
Zarina Akhtar, Sajjad Hussain, Nasir Ahmad. (2021) Assessment Literacy of Prospective Teachers in Distance Mode of Education: A Case Study of Allama Iqbal Open University, Islamabad, Journal of Education and Educational Development, Volume 8, Issue 1.
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