Looking at assessment through critical incidents written by preservice teachers: a study conducted in Portugal

Abstract

This paper draws on data from a broader project aimed at investigating the experiences of pre-service teachers regarding assessment. Critical incidents written by pre-service teachers focusing on their experiences of assessment as students were collected. The study involved 121 first-year students from various subject areas enrolled in a master’s degree in teaching. Data were gathered in the first semester of the academic year 2023/2024. Most participants were female and aged between 20 and 25. Thematic analysis, following an inductive approach, was used to identify several categories of positive (n = 62) and negative (n = 59) critical incidents. Positive incidents included teacher support, innovative assessment approaches, feelings of accomplishment, feedback, and grade improvement. Negative incidents included nervousness, anxiety and stress prior to assessment exposure, unfairness, humiliation and lack of empathy, use of traditional assessment, and lack of support. By engaging in reflective practices during initial teacher education, pre-service teachers may cultivate a deeper understanding of the assessment process, enabling them to unpack their beliefs and orientations.