Challenges for assessing curriculum learning in initial teaching education programmes

Abstract

Designing an assessment that is fit for purpose in the initial teacher education (ITE) setting is complex. The assessment must meet the university and New Zealand Teaching Council regulations, mirror educational best practice, support ITE students to learn curricular and pedagogical content as well as be practicable to teach and assess. This article outlines a novel integrated assignment for first-year primary ITE students in science, English, and mathematics that was implemented in 2020 as part of a response to COVID lockdowns in Auckland, New Zealand. The lecturers used role play to launch the assignment task and model a team meeting where junior team teachers designed an integrated unit, which was a required task within the ITE students’ assignment. Data generated from student satisfaction surveys, a small focus group, and lecturers’ personal reflections identified that the assignment format emulated classroom practice, deepened curriculum understanding, and helped ITE students understand teachers’ work.