Problem Statement: Traditional forms of assessment such as essays and end of term examinations are still widely used in higher education in Ireland as the sole assessment method. These forms of assessment, while they may be valid and reliable approaches for collecting evidence of the acquisition of theoretical knowledge, rarely afford students the opportunity to apply knowledge to key professional scenarios. In the context of teacher education, if the aim is to develop teacher competence beyond the mere possession of technical skills then appropriate pedagogic and curriculum interventions need to be developed, implemented and evaluated.Purpose of Study: This paper argues that reflection and experiential learning should be infused through effective assessment strategies and embedded in the training and formation of trainee-teacher attributes. The authors draw on their experience as lecturers and module/course designers for an 'Assessment' module within a teacher-training degree programme in a School of Education in the Republic of Ireland.Methods: This paper presents the findings of a 4-year study, which adopted a multi-methods approach. The research was conducted using both numerical and qualitative tools. A primary focus of the research used student reflection to generate relevant data suitable for analysis and this was then triangulated with module evaluations and numerical performance data. The paper describes the research that used

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COVID 19 represented a major challenge for many educators, with teachers needing to pivot rapidly to using online learning tools in order to stay connected with their students. This was particularly relevant for teachers in the process of completing their Initial Teacher Education (ITE), whose programmes of study did not include online teaching components. The objective of this study was to develop and evaluate a module for teaching in online and blended learning environments for 244 post-primary teachers in ITE. This study begins by examining the impact of COVID-19 and the resulting pivot to online learning, this includes an overview of the challenges associated with online teaching. Next, the authors explain the module in detail, outlining the tools, strategies and activities provided for student teachers. This included peer-evaluated online micro-teaching components - which formed a major part of the learning. Data collection involved a questionnaire which gathered student teachers’ perceptions of the module and its approaches, the impact it had on their ability to teach during the COVID-19 pandemic, and the knowledge and skills useful for future practice. Findings suggested that the implementation of the developed module was successful in preparing student teachers to teach online, providing them with the tools and confidence necessary for success. Improvements suggested the development of differentiated pathways for student teachers who are more experienced with online teaching.

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