From Theory to Practice in Language Assessment: Perspectives From Thai Preservice English Teachers

View Full Paper

Ask AI

Bookmark

Authors

Discussion

Multiple-case study explores assessment practices of preservice teachers in Thailand, suggesting changes in training approaches.

Preservice teachers demonstrated a basic understanding of language assessment, yet their practices relied heavily on contextual realities rather than theory.
Key influencing factors included classroom constraints like time and diversity, as well as sociocultural norms like high-stakes testing.
Thematic analysis revealed five adaptive patterns among preservice teachers that affected their assessment practices during their teaching practicum.
Implications stress the need for context-specific teacher education programs that prepare preservice teachers to blend theory with practice effectively.

Ketkumbonk et al. (2025) studied this question.

View Full Paper

Ask AI

Bookmark