Exploring Pre-Service EFL Teachers’ Perceptions of Classroom Assessment through Teaching Practicum

Abstract

This study explores the perceptions of pre-service EFL teachers of a university in the Mekong Delta in Viet Nam regarding classroom assessment through their teaching practicum. Employing a descriptive research design with 96 participants, the study utilizes a quantitative approach to collect data from participants through a structured questionnaire, administered online to pre-service teachers who had recently completed their teaching practicum. The methodology focuses on analyzing various components of assessment literacy and the practical implementation of assessment methods. The main findings reveal that while pre-service teachers recognize the importance of assessment in enhancing educational outcomes, there exists a considerable gap between their theoretical knowledge and practical application skills. Specifically, teachers feel moderately confident about their ability to design and implement assessments but less so about using assessment data to inform teaching practices. This discrepancy underscores the need for enhanced practical training within teacher education programs to better prepare pre-service teachers for effective assessment implementation.