Teacher Educators’ Assessment Approaches in Mathematics Method Courses for Prospective Primary Teachers

This study examines the assessment approaches employed by teacher educators (TEs) in mathematics method courses designed for prospective primary school teachers in Türkiye. Given the limited research on TEs’ assessment strategies, this study aims to address a significant gap in the literature by exploring how TEs conduct assessment in their courses. A comprehensive survey was administered to 90 TEs across 71 universities in Türkiye, with responses obtained from 65 TEs (72% response rate). The survey instrument was designed to capture the range of assessment methods and tools used by TEs. Frequency analysis revealed a strong preference for traditional assessment tools and formats, such as written exams, while performance-based assessments and project evaluations were moderately utilized. Additionally, a notable trend toward personalized assessment tools was observed, with many TEs developing their own instruments. The findings are discussed through three key perspectives: the authenticity of assessment, student involvement, and quality assurance. Results indicate that while traditional methods remain dominant, there is a need for more diversified and reflective assessment approaches that align with the complex realities of teaching. The study suggests that enhancing assessment practices could improve the preparation of future teachers by fostering deeper engagement with mathematical concepts and instructional strategies. These results contribute to the ongoing discussion on teacher education by emphasizing the need for assessment practices that balance standardization with adaptability. The study highlights implications for both policy and practice, advocating for a more comprehensive assessment framework in teacher education programs.