Abstract

This study presents an intervention model designed to enhance ESL preservice teachers’ (PSTs) formative assessment practices with language assessment tasks through reflective analytic rubrics. The intervention comprises sequential stages, including individual work, teacher support, peer mentoring, self- and peer assessment, and recurrent reflection. A detailed reflective, analytic rubric was developed and tested with sixty ESL PSTs in Andhra Pradesh, India, focusing on effectively assessing their ability to apply formative assessment procedures. The study adopted a mixed-method approach, combining quantitative tools (questionnaires, checklists) with qualitative tools (informal interviews) to explore the practical, conceptual, social, and emotional dimensions of rubric preparation and assessment. Key insights from the study highlighted the importance of tailored training interventions, particularly in micro-teaching sessions, to enhance the preparation and utilization of rubrics in ESL teaching contexts. The findings underscored the significance of informed formative assessment programs and tailored ESL teaching strategies for enhancing formative assessment practices in ESL teacher education.