From Learning to Doing: Exploring the Impact of an Assessment Course on Pre-Service Teacher Assessment Literacy and Practice

Assessment literacy is a critical competency for pre-service teachers (PSTs), enabling them to design, implement, and interpret meaningful assessments that support student learning. The Strong Beginnings: Report for the Teacher Education Expert Panel (2023) highlights an urgent need to strengthen assessment literacy within Initial Teacher Education (ITE) programs. PSTs have expressed the importance of developing robust theoretical foundations in assessment alongside practical, classroom relevant application opportunities. Without these essential skills, PSTs risk entering the profession underprepared to evaluate student learning and make informed instructional decisions. In response to these concerns, this research evaluates the efficacy of an assessment course designed to equip PSTs in South Australia with the knowledge, skills, and confidence to apply assessment principles effectively during professional placements and in their future careers. This study investigates the experiences and outcomes of PSTs undertaking the assessment course, focusing on three key areas: (1) how the course develops assessment literacy knowledge and skills; (2) the extent to which theoretical principles are integrated with practical assessment applications; and (3) how PSTs perceive the course’s influence on their teaching effectiveness and ability to assess student learning during placements. Addressing
these questions is crucial, as assessment literacy is increasingly recognised as a core professional capability for teachers, encompassing the technical aspects of assessment design and data interpretation and ethical, inclusive, and culturally responsive practices. The research is grounded within an interpretive qualitative methodology and draws on activity theory to explore the dynamic relationship between theory and practice in assessment learning. Data were collected from multiple sources, including assessment tasks, daily reflections, focus group discussions, and semi-structured interviews with Master of Teaching
(Secondary) PSTs. Thematic analysis is used to identify patterns and insights, capturing how PSTs transfer assessment learning into authentic classroom practice. Findings are anticipated to provide valuable insights for teacher education providers by informing curriculum design, instructional approaches, and professional experience models. This research aims to support the refinement of assessment courses to more effectively bridge theory and practice and align with AITSL standards. It will also consider the timing of assessment coursework relative to practicum placements to determine whether completing the course before placement enhances PSTs’ readiness to assess student learning. Ultimately, this research seeks to contribute to the preparation of assessment-literate educators who can design meaningful assessments, interpret data effectively, and promote equitable learning outcomes for all students.