Exploring Feedback and Assessment Practices: Perspectives from Prospective Teachers

Abstract

Assessment and feedback are essential components of teaching and learning, serving as tools to evaluate progress, guide improvement, and enhance student outcomes. This study examines prospective teachers' perceptions of assessment and feedback in the teaching-learning process. Using purposive sampling, eight prospective teachers from a private college in Karachi, Sindh, participated in the research. Data were collected through semi-structured interviews guided by an interview protocol and analyzed thematically. The findings revealed four key themes: assessment, formative assessment, summative assessment, and feedback. Participants identified both formative and summative assessments as effective tools for evaluating students' learning and progress. Additionally, timely and actionable feedback emerged as a crucial element in enhancing students' academic performance. The study highlights the significant role of assessment and feedback in fostering a productive learning environment. Based on the results, it is recommended that teacher educators refine their practices by integrating well-structured formative and summative assessments alongside consistent, constructive feedback to better prepare prospective teachers for their roles.