Self-Assessed Gap of Acquired and Desired Assessment Skills of Prospective Teachers

Muhammad Sarwar, Muhammad Perveiz, Mubashar Nadeem


The difference between the skills desired to carry out assessments tasks and the skills actually acquired during pre-service teaching training program by prospective teachers is being referred to as skills’ gap. The study draws its basis from 5th
national professional standards for teachers, which describes necessary assessment skills for teachers. This study intends to find out the assessment skills of prospective teachers. The assessment skills consisting of 39 items and three subscales were used to collect data from 333 prospective teachers selected from four public sector universities of central Punjab. The majority of the prospective teachers acquired a moderate level of assessment skills (Mean= 4.37, SD = 0.96). The average desired level of assessment skills (Mean= 5.45, SD = 0.91) was higher than the acquired level majority of the prospective teachers acquired a moderate level of assessment skills. Positive relationship between acquired and desired level of assessment skills leads to the conclusion that the prospective teachers who desire higher level of assessment skills achieve comparatively higher level and vice versa. Gender differences were found in existing and desired self-assessed assessment skills, knowledge of assessment, dispositions towards assessment and skills of assessment in the favour of female’ prospective teachers. The study may contribute to improve the achieved level of assessment skills by sensitizing the prospective teachers and teacher educators about the significance of desired level of assessment skills in improving the acquired level.

Full Text:



Alkharusi, H., Aldhafri, S., Alnabhani, H., & Alkalbani, M. (2012). Educational assessment attitudes, competence, knowledge, and practices: An exploratory study of Muscat teachers in the Sultanate of Oman. Journal of Education and Learning, 1(2), 217.

Bratkovich, M. O. (2014). Assessment and Feedback: Examining the Relationship Between Self-assessment and Blind Peer-and Teacher-assessment in TOEFL Writing. Working Papers in TESOL & Applied Linguistics, 14(2), 100-127.

Darling-Hammond, L., & Berry, B. (2006). Highly qualified teachers for all. Educational Leadership, 64(3), 1-7.

Falchikov, N., & Boud, D. (1989). Student self-assessment in higher education: A meta-analysis. Review of Educational Research, 59(4), 395-430.

Khan, S. H., & Saeed, M. (2009). Effectiveness of Pre-service Teacher Education Programme (B. Ed) in Pakistan: Perceptions of Graduates and their Supervisors’. Bulletin of Education and Research, 31(1), 83-98.

Korthagen, F. A. (2004). In search of the essence of a good teacher: Towards a more holistic approach in teacher education. Teaching and Teacher Education, 20(1), 77-97.

OganBekiroglu, F. (2009). Assessing Assessment: Examination of preservice physics teachers' attitudes towards assessment and factors affecting their attitudes. International journal of science education, 31(1), 1-39.

Pinner, R. (2016). Using self-assessment to maintain motivation in a dynamic classroom environment: An Exploratory Practice inquiry of one Japanese university speaking course. The Asian Journal of Applied Linguistics, 3(1), 27-40.

Pounder, J. S. (2000). A behaviourally anchored rating scales approach to institutional self-assessment in higher education. Assessment & Evaluation in Higher Education, 25(2), 171-182.

Shah, A. A. (2009). Apports et limites de l'auto-évaluation des compétences par les diplômés de l'enseignement supérieur. Université de Bourgogne.

Shavelson, R. J., Young, D. B., Ayala, C. C., Brandon, P. R., Furtak, E. M., Ruiz-Primo, M. A., . . . Yin, Y. (2008). On the impact of curriculum- embedded formative assessment on learning: A collaboration between curriculum and assessment developers. Applied Measurement in Education, 21(4), 295-314.

Stiggins, R. J. (2002). Assessment crisis: The absence of assessment for learning. Phi Delta Kappan, 83(10), 758-765.

Waugh, C. K., & Gronlund, N. E. (2013). Assessment of student achievement. New Jersey: Pearson New Jersey.



  • There are currently no refbacks.

Maintained by: Software Section, Directorate of ICT