Pre-service Teachers’ Decision-Making and Classroom Assessment Practices

Classroom assessment practices play a pivotal role in ensuring effective learning and teaching. One of the most desired attributes teachers is ability to gather analyze data make trustworthy decisions leading supporting student learning. However, this often underdeveloped for variety reasons, including reports that are overwhelmed by complex process analysis decision-making there insufficient attention authentic which focus on (A f L) initial teacher education (ITE), so uncertain how integrate into teaching develop This paper results study pre-service teachers’ (PSTs) Myanmar with real students classroom conditions through lens agency. Using design-based research methodology, needs-based professional development program PSTs’ literacy was developed delivered one university. Following program, thirty PSTs intervention group were encouraged implement selected strategies during their practicum. Semi-structured individual interviews undertaken before after practicum schools. analyzed together collected practicum, lesson plans, observation checklists audiotapes lessons. The showed largely influenced beliefs values using but, importantly, constrained supervising teachers. who understood principles A L wanted on-going experienced tension retain high control As result, could not use effectively inform about activities. Those allowed greater autonomy had freedom experiment, them multiple opportunities apply result any activity improve both own students’ concludes discussion kind support need knowledge skills