This research aimed to analyze the assessment practices of novice teacher educators in initial teacher education to examine whether they incorporate generative learning strategies in their formative assessments to promote the lifelong learning skills of prospective teachers. Moreover, it further analyses how their assessment process provides generative skills to the preservice teachers to effectively assess their students in classrooms and that the preservice teachers become effective learners who design their learning trajectories to be competent practitioners. The study adopted a qualitative approach, employing multiple case study methodologies in the research design. The sample comprised twelve novice teacher educators from four National Colleges of Education, where professional preservice teacher training is conducted in Teaching English as a Second Language. The results showed that these novice teacher educators implement assessments that improve more productive skills than the generative skills of preservice teachers. It was revealed that the assessment tasks promote teacher learning yet lack the drive required to induce change in the preservice teachers’ practice protocol. The study portrays the effectiveness of generative rather than productive skills that novice teacher educators should incorporate in their classroom assessments.
Keywords: formative assessments, generative learning strategies, generative skills, initial teacher education, novice teacher educators, sustainable pedagogical practices
