Learning to become a teacher encompasses an understanding of teaching contexts, acquisition of in-depth knowledge of subject content and pedagogy, as well as an understanding of the school curriculum. One aspect of the learning process that is often criticised in education is assessment. Assessment practices and processes are still dominated by standardised testing that limits the criticality of students to engage with the content and apply it to real-life situations. This chapter argues for humanising assessment practices in teacher education. The authors first discuss the current state of assessment and its impact on students learning. It then advocates for teachers to be transformative intellectuals who can reflect critically on what and how they teach and conduct assessment. The chapter critiques the assessment policy of Nelson Mandela University and thereafter suggests practical strategies for implementing humanizing assessment.
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