Changing assessment practice to expand learning outcomes in a Business Studies Education unit for pre-service teachers

Abstract

The purpose and practice of assessment has been reconceptualized in universities and schools placing it prominently as a factor promoting learning, thus creating an imperative for teacher educators to ensure that pre-service teachers understand, and can implement, assessment practices consistent with current assessment and learning theory. This paper considers, on the dimensions of quality, effectiveness, efficiency and sustainability, a case study of the implementation of an assessment task for Business Studies Education pre-service teachers. Using assessment to foster learning and develop professional competencies is explored, with the importance and means of providing feedback for both students and instructors being highlighted.