| The present study investigated five Thai public university teacher education programs undergoing educational reform set forth by the National Education Act of 1999 mandating better assessment training for teachers. Using the Standards for Teacher Competence in Educational Assessment of Students as the theoretical underpinning for the study, this study aimed to understand how assessment courses offered are structured and to what extent they provide fundamental concepts of assessment to preservice teachers. Data were collected through interviews with eight professors teaching assessment courses, document collection (course syllabi), and observations (participant). Results revealed five themes emerging from the data relating to differing levels of professor assessment knowledge, use of mixed method instructional approaches, emphasis on training in traditional assessment methods, emphasis on educational objectives to guide assessment development, and a lack of preservice teacher training on the use of assessment results. Implications and recommendations of these findings for Thai public university teacher education programs are discussed. |
