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Title: Assessment Practices in Teacher Education that Support Sustainability in the Profession: Perspectives from Australia and Sri Lanka
Contributor(s): Wickramasinghe, Malka N (author); Weller, Jacolyn (author); Smith, Dorothy V  (author)orcid 
Publication Date: 2019
Open Access: Yes
DOI: 10.14297/jpaap.v7i1.340
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Field of Research (FoR) 2008: 130313 Teacher Education and Professional Development of Educators
130303 Education Assessment and Evaluation
Field of Research (FoR) 2020: 390305 Professional education and training
390307 Teacher education and professional development of educators
390402 Education assessment and evaluation
Socio-Economic Objective (SEO) 2008: 939902 Education and Training Theory and Methodology
930302 Syllabus and Curriculum Development
Socio-Economic Objective (SEO) 2020: 160302 Pedagogy
160301 Assessment, development and evaluation of curriculum
Abstract: This article explores assessment practices in initial teacher education in Sri Lanka and Australia from the perspective of two initial teacher education academics. Both are committed to teaching approaches that equip their students to productively handle their professions and see assessment as a key element achieving this goal; both are constrained by the contexts of their teaching, albeit differently. We describe these different contexts and the ideal for sustainability through assessment before exploring the different yet complementary responses from these two academics, linking these responses to their different contexts.
Publication Type: Journal Article
Source of Publication: Journal of Perspectives in Applied Academic Practice, 7(1), p. 19-25
Publisher: Edinburgh Napier University
Place of Publication: United Kingdom
ISSN: 2051-9788
Peer Reviewed: Yes
HERDC Category Description: C1 Refereed Article in a Scholarly Journal
Appears in Collections:Journal Article
School of Education

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