Conceptions of assessment in pre-service teachers’ narratives of students’ failure

Pre-service teachers’ conceptions of assessment have received relatively little attention in research concerned with professional development initial teacher education. These conceptions, alongside others regarding teaching and learning, however, a great impact on future instructional practices. In this study, the authors examine indirectly, by analysing 79 Finnish pre-service subject narratives students’ failure. Their findings reveal four major conceptions: (a) is about feedback reflection; (b) needs to be personalised demonstrate learning; (c) should take into account invested effort; (d) fails measure success or provide qualitative insight extend both as vital aspect literacy particular. The relevance these for discussed.