Abstract

This paper responds to two research questions as part of a wider study: 1) How do prospective teachers learn about assessment in a pre-service teacher  education program? 2) How do cooperative teachers and university teachers support prospective teachers on teaching practicum to learn about using assessment for bridging the gap between theory and practice? A sequential mixed method design was applied to collect data in two phases: a survey about the opinions of Prospective Teachers (PTs) and observations of classes in both teacher education and teaching practicum contexts were completed along with interviews and focus group discussion. The study concluded that PTs face difficulties in applying student-centred assessment practices because of limited modelling both in the teacher education and school practicum settings, large class sizes, lack of collaboration, insufficient time during the teaching practicum, and limited opportunities to use technology in school settings in Pakistan.