Using a Needs-Based Professional Development Program to Enhance PreService Teacher Assessment for Learning Literacy

Abstract

Across the globe, pre-service teachers’ (PSTs) assessment for learning literacy remains relatively low despite the critical role it plays in increasing student outcomes. Research highlight that this is due to insufficient initial teacher preparation with most teacher education curricula are using a less effective approach. To address this gap, this study explores the utilisation of a needs-based professional development (PD) program to build PSTs’ assessment for learning (AfL) literacy. Using design-based research methodology, a needs-based AfL literacy program was developed at one of the teacher training institutes in Myanmar. A total of 335 PSTs involving 30 PSTs in the intervention group and 305 PSTs in the cohort group were asked to self-assess their AfL literacy before and after the program by using survey instrument. Findings revealed that there was an effect of the PD program on PSTs’ AfL literacy that PSTs increased their AfL literacy after the PD program. Implications of the results for the development and implementation of the needs-based PD program are discussed.