Abstract

This study investigated teacher trainees’ conceptions of teaching practicum assessment in Tanzania. Data were collected from 403 teacher trainees of one purposefully sampled university using a questionnaire and focus group discussions. The data were analyzed using structural equation modeling, content analysis, and t-test techniques. Quantitative analysis resulted in a four-factor measurement model of teacher trainees’ conceptions of teaching practicum assessment. Descriptive statistics indicated that teaching practicum assessment promotes learning and teaching, and helps to hold universities accountable, but it is perceived as irrelevant if it is not paired with formative feedback. Further analysis indicated that there are no gender differences in teacher trainees’ conceptions of practicum assessment, signifying the use of gender-responsive practices. The qualitative findings indicated that teaching practicum assessment is negatively affected by limited time to work on supervisors’ feedback, large class sizes, and the reluctance of teacher trainees to work on the feedback. The findings have theoretical and practical implications on the conduct of teaching practicum assessment.