Student Teachers’ Perceptions of Their Curriculum-Based Assessments

Abstract

This study aims to investigate student teachers’ perceptions of their curriculum-based assessments. Specifically, it attempts to identify their perceptions of their four assessment tasks in a first year university course on Human Development. These tasks are a multiple choice test, article review, research paper and a formal written final examination. Data collection is done by means of semi-structured interviews and written comments. The results show broad general agreement among student teachers about both the traditional and the alternative assessment tasks. They had negative perceptions of the multiple choice test and the final examination, especially with respect to authenticity and quality of learning. Their views on the article review and the research paper were more positive as they perceived them to be highly authentic and to promote deep learning. However, they indicated concerns about some aspects of these two tasks.