Assessment conceptions of Finnish pre-service teachers

The aim of this quantitative survey study (N = 287) was to investigate the assessment conceptions three different pre-service teacher groups (classroom teachers, subject teachers and special needs teachers). Assessment were best described by following main factors: 1) learning, 2) for teaching learning 3) as a harmful action. These factors clustered into conception profiles – assessment-cautious, assessment-positive assessment-critical. Pre-service showed more assessment-oriented emphasising both than other groups. However, within every group, existing varied from assessment-cautious even results are discussed suggest development in education.