Abstract
The feedback aspects of formative assessment are an indispensable tool for improving teaching and learning. In this study, we report on findings about mathematics teacher educators' conceptions of feedback and how their conceptions translate into practice when conducting assessments in mathematics modules. In our qualitative study, underpinned by an interpretive paradigm, data were generated through semi-structured interviews, lecture observations, and textual analysis of students' scripts from six mathematics teacher educators purposely selected across three teacher colleges. Findings revealed that the teacher educators' knowledge and practices of feedback are foregrounded on providing corrective measures to students' weaknesses. This means when giving feedback, mathematics teacher educators focus on how well students can solve the task at hand-with limited attention to helping students regulate their own learning. We argue for the need to revise current policy to expose teacher educators to best practices and to engage with relevant literature on formative assessment and effective feedback.
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