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

Authors

  • Malka Wickramasinghe Mahaweli National College of Education
  • Jacolyn Gail Weller La Trobe University
  • Dorothy V Smith La Trobe University

DOI:

https://doi.org/10.14297/jpaap.v7i1.340

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.

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Published

2020-02-03

Issue

Vol. 7 No. 1 (2019)

Section

Original Research

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This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.