Assessment Practices in Teacher Education that Support Sustainability in the Profession: Perspectives from Australia and Sri Lanka

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.