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Grounded in Xu and Brown’s TALIP framework, the study collects data through interviews, the teachers’ own exams, observations, evaluations of students, and reflective accounts. Qualitative analysis identifies classroom constraints and realities, supports planning alternative assessment approaches, and interprets reflective findings.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/developing-pre-service-teachers-assessment-literacy-in-the-practicum-an-action-research-study/594168/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/developing-pre-service-teachers-assessment-literacy-in-the-practicum-an-action-research-study/594168.png","ImageObject",300,407,{"name":92,"@type":93},"Kurz","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-21","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the aim of the action research in the practicum?","Question",{"text":112,"@type":113},"The study aims to empower pre-service teachers to implement assessment in a real classroom through action research, identify assessment-related problems, and reflect on their designed assessment tasks.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which framework guides the study’s understanding of assessment literacy?",{"text":117,"@type":113},"The study is based on Xu and Brown’s (2016) assessment literacy framework (TALIP), using its components to shape the analysis and perspective.",{"name":119,"@type":110,"acceptedAnswer":120},"How were data collected and analyzed?",{"text":121,"@type":113},"Data were collected systematically via interviews, preservice teachers’ own exams, observations, evaluations of students, and reflections. Qualitative analysis was used to identify classroom realities and constraints and to interpret observation and reflection outcomes.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},594168,1792191738,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":36},2336478945635,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Developing Pre-service Teachers’ Assessment Literacy in the Practicum:  \nAn Action Research Study  \nMustafa Akın Güngör  \nGazi University, College of Foreign Languages, Türkiye  \nMüzeyyen Nazlı Güngör  \nGazi University, Gazi Faculty of Education, Türkiye  \nAbstract: This paper reports on an action research (AR) study that pre-service teachers conducted to assess their students in practicum.  \nBased on Xu and Brown’s (2016) assessment literacy (TALIP) framework, we aim to empower them in a real classroom atmosphere.  \nData were collected systematically and came from interviews, preservice teachers’ own exams, observations, evaluations ofstudents, and reflections. The qualitative analysis was used to identify the realities and constraints of the classroom, to plan alternative ways of assessment, to reveal the observation results, and to make sense of the reflections. Results showed that pre-service teachers gained an awareness of the gap between the EFL curriculum and the assessment practices in real classrooms, built self-confidence over their  \nengagement with AR for preparing to assess, and developed a tacit  \nunderstanding of assessment literacy through experience in real  \ncontext. Suggestions are provided for assessment courses in preservice teacher education, practicum practices, and future research.  \nKeywords: assessment literacy; action research; pre-service; practicum; teacher education  \nIntroduction  \nResearch on pre-service teachers (PSTs) learning about assessment for their practice as teachers has increasingly gained popularity in teacher education programmes (DeLuca et al., 2013; Looney et al., 2018). Despite the growing interest, studies have shown that PSTsare unprepared and feel incompetent in assessment practice (Poth, 2013; Xu & He, 2019) . Among the reasons for this are factors such as limited time (usually one semester) allocated for the assessment component providing a general introduction to assessment (Xu & Brown, 2016), lack of opportunities to provide PSTs with assessment practices in classroom contexts (Siegel & Wissehr, 2011), and a lack of research on assessment pedagogies (Mertler, 2004) in teacher education are identified.  \nWhen these PSTs start the profession in countries where there is a strong testing tradition such as China (Chen & Brown, 2018), Hong Kong (Lam, 2015), and Turkiye (Güngör & Güngör, 2021), they are mostly placed within tensions and conflicts between using high-stakes and summative exams for selection and ranking purposes, and alternative and formative assessment types featured in the K-12 English as a foreign language (EFL) curriculum. PSTs are, on the one hand, expected to develop assessment knowledge, identify test types, prepare assessment tasks and tests, and enact their assessment practices in real or  \nsimulated contexts (Cheng et al., 2010). On the other hand, when they become teachers, they are asked to prepare students for assessment of learning through summative and high-stakes exams. While PSTs are educated theoretically for test types, test preparation, and alternative assessment methods at the pre-service teacher education (PSTE) level, they face the complex practical nature of summative and high-stakes exams in real contexts. Thus, the assessment component does not effectively prepare PSTs for assessment practices in real contexts due toa lack of opportunities to enable them to observe in-class assessment realities to develop their communication, reflection, and decision-making skills, and implementation of their own assessment ways in PSTE (Looney et al., 2018; Poth, 2013) .  \nAddressing this criticism, this study aims to empower PSTs to implement assessment in a real classroom atmosphere through action research (AR) . PSTs conducted an AR study in their practicum context to identify students’ and mentors’ assessment-related problems, to design and implement appropriate assessment tasks for learning, and to reflect on the implementation of their tasks. The pape","cbCailHsxAyX1MWv","https://ap.wps.com/l/cbCailHsxAyX1MWv","pdf",239227,16,"English","# Introduction\n## Research background and problem\n# Pre-service Teachers’ Assessment Literacy Development\n## Definition and extension of assessment literacy\n## Xu and Brown’s TALIP framework\n## Knowledge base and teacher conceptions","[{\"question\":\"What is the aim of the action research in the practicum?\",\"answer\":\"The study aims to empower pre-service teachers to implement assessment in a real classroom through action research, identify assessment-related problems, and reflect on their designed assessment tasks.\"},{\"question\":\"Which framework guides the study’s understanding of assessment literacy?\",\"answer\":\"The study is based on Xu and Brown’s (2016) assessment literacy framework (TALIP), using its components to shape the analysis and perspective.\"},{\"question\":\"How were data collected and analyzed?\",\"answer\":\"Data were collected systematically via interviews, preservice teachers’ own exams, observations, evaluations of students, and reflections. Qualitative analysis was used to identify classroom realities and constraints and to interpret observation and reflection outcomes.\"}]","Developing Pre-service Teachers’ Assessment Literacy in the Practicum - An Action Research Study | PDF",1792078650]