Abstract
This study investigated the extent to which trainee teachers' assessment competence and literacy prepare them for supporting students' learning and how trainee teachers’ previous experience impacts their assessment practices. Data collected through interviews and questionnaires were subjected to factor analysis and identified four areas that can illuminate how trainees promote assessment. It also revealed that combining both new and existing experiences can help trainees to reflect on their practice and develop their assessment competence and literacy and suggested a restructuring of the contents and structure of assessment beyond what is provided to the trainees.
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