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The Philosophical Framework

In the JBTE’s search to provide quality teacher education, assessment strategies and procedures play a key role. However, care must be taken at all times that the balance and/or interplay between instruction and assessment create a dynamic that allows the student-teacher to explore, experiment, acquire and create new knowledge, skills and attitudes in meaningful way.

The process of assessment, and in particular the nature of examinations, must consider the nature of teaching and teacher development a complex on-going activity influenced by a disparate number of variables, not the least of which are the learner and the teacher. Given the importance of assessment of student performance in teaching and in students’ lives and careers, instructors are responsible for taking adequate steps to ensure that assessment of students is valid, open, fair and congruent with course objectives. 

The nature of teacher education makes it imperative that we face the challenges of performance-based assessment that is on-going, and that consists of the interplay between formative and summative supervision and evaluation. It follows also that standards must be agreed upon and set for those qualities, skills and knowledge that the student teacher should display. The emphasis on learning as a holistic experience, one that is meaningful and related to life and its applications supports the call for a variety of assessment techniques that may integrate a number of subject and skill areas.

The Examination/Accreditation Committee should therefore be proactive in setting standards and monitoring course delivery more so than being reactive to final grades and sit-down examinations. The process should be so self-evaluative so that External Assessment is an outflow from, rather than an imposition on, the system. 

The JBTE assessment policy is concerned with the well-being of its students and therefore must take into account the various factors which may prevent students’ performance to their maximum potential. In this regard, college administrators must ensure that the matrix of assessment tasks across subjects and courses is organised to ensure reasonable demands on students. 

Assessment must be a process of student/teacher interactions in which student involvement is valued. Students should be active partners in the assessment process and should participate through self and peer assessment. 

Assessment procedures and grading standards should be communicated to students. Colleges must shoulder the responsibility to provide meaningful ways of assessment under a variety of teaching/learning situations that reflect both the school and the teacher training programmes. Assessment must be valid and fair, with no hidden criteria and should be congruent with programme and course objectives.


The Joint Board of Teacher Education
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