Emerging Assessment Practices Cooperating Teachers Shared with Preservice English Teachers in the Philippines

Abstract

This study used a qualitative case study design to describe the assessment practices shared by cooperating teachers with preservice English teachers. The researcher conducted semi-structured interviews with eight cooperating teachers using a researcher-made and validated interview guide. The transcribed data from the interview were analyzed using thematic analysis. The findings reveal that cooperating teachers taught preservice teachers how to observe students, ask students questions, conduct formative assessment, and use authentic assessments to evaluate and record details of students' performance and learning. The cooperating teachers shared these assessment practices with preservice teachers by considering the students, the lesson content, and the learning objectives. When they taught preservice teachers about assessment, cooperating teachers made sure that the principles of assessment guided them; they also allowed preservice teachers to explore assessment during their practice teaching, while providing a hands-on discussion with the preservice teachers. The cooperating teachers realized the importance of these assessment practices for the development of the preservice teachers, as it prepared preservice teachers for the world of teaching, opened realizations in assessment, and equipped them with knowledge of assessment.