Abstract
The author describes her efforts over five years of teaching educational psychology to preservice teachers to develop assessment devices that are consistent with her constructivist teaching philosophy and her goals for students. Qualitative analysis of written student feedback indicates that students' responses are mainly positive and reveals four areas of student concern with assessment in teacher education: Opportunity to engage in learning for understanding; avoidance of test anxiety and having to guess “what the teacher wants;” opportunities for collaborative studying; and test fairness. Sample exam questions and students responses are included.
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