Assessment for Learning (AfL): An Assessment Method Easing University to Workplace Transition of the Early Childhood Preservice Teachers
No Thumbnail Available
Date
2021
Journal Title
Journal ISSN
Volume Title
Publisher
Suan Dusit University
Abstract
The transformative world driven by computer technology and globalization changes the nature of work. Thus, it is essential that preservice teachers need to be prepared for coping with the demands of the changing job market. The 21st-century skills highlight collaboration, communication, ICT literacy, critical thinking, problem solving, and social and cultural competencies. Assessment for learning (AfL) enhances development of teacher identity of
preservice teachers which eases their transition from university to workplace. AfL can foster identity of early childhood preservice teachers because of two main reasons. Firstly, the preservice teachers need to have assessment literacy to help promote students’ learning in school. Having experience AfL in a teacher training program creates understanding of preservice teachers concerning its approach which they can apply AfL strategies in their own early childhood
classrooms. Secondly, AfL enhances preservice teachers to have self-regulation in monitoring, designing, and assessing their own learning performance supported by self-reflection. Successfully implementing AfL as a classroom practice greatly relies on decision making of instructors and preservice teachers, and other external factors such as state accountability testing and district policies.