The Impact of Project-Based and Experiential Learning Integration on Pre-Service Teacher Achievement in Evaluation and Assessment

Abstract

The present study aimed to explore the effectiveness of integrating project-based learning (PBL) and experiential learning in fostering the evaluation and assessment skills of pre-service teachers. To assess the impact of this integration, a self-efficacy assessment form and evaluation of teacher performance, learning achievement and mentality aspects were employed. The findings of the study indicated that the integration of PBL and experiential learning yielded positive outcomes, enhancing the evaluation and assessment skills of pre-service teachers. This research contributes to the existing body of literature by providing empirical evidence supporting the potential of integrating PBL and experiential learning as an effective approach to augment pre-service teachers’ evaluation and assessment abilities. The study also underscores the significance of creating hands-on and collaborative learning environments within teacher education programmes. These results have significant implications for the design of future teaching strategies aimed at improving the evaluation and assessment skills of pre-service teachers. By incorporating PBL and experiential learning, teacher education programmes can create dynamic learning experiences that engage students in practical, real-world contexts. This approach encourages active participation, critical thinking and problem-solving skills, which are essential for effective evaluation and assessment practices. The study emphasises the importance of providing pre-service teachers with opportunities to apply their knowledge in authentic settings, fostering a deeper understanding of evaluation and assessment principles. By equipping pre-service teachers with these skills, they will be better prepared to meet the demands of the classroom and contribute to improved student learning outcomes.