From Murky Salty Water to Crystal-Clear Fresh River Flow: Pre-service Teachers’ Assessment Perceptions

This qualitative study followed the development of 94 pre-service teachers’ assessment perceptions in an introductory course on student assessment. Analysis students’ retrospective and end identified five dimensions. Considerable shifts were detected each dimension: from summative to formative assessment, negative positive perceptions, perceiving as a simple concept complex multifaceted one, hierarchical dialogical teacher-student relationships. The findings indicate potential impact training literacy future conceptual framework regarding for learning hold implications teacher education programs.