Incorporating “Assessment as Learning” ( <scp>AaL</scp> ) in Language Teacher Education: An Exploratory Practice

Abstract Despite the growing attention to “assessment as learning” (AaL) and its profound impact on students' academic learning and metacognitive development, its application in language teacher education has yet to be fully investigated. In this brief report, we presented a pedagogical attempt to integrate the design of AaL into student teachers' collaborative lesson planning within a literacy pedagogy course at a university in Macau. Drawing upon data from interviews, students' reflective essays, and artefacts (e.g., teaching materials), this report identified three major themes that illustrate multiple dimensions of the participants' professional learning such as pedagogical sense‐making, critical evaluation, and feedback exchanges. This report concludes with implications for teacher education and directions for future research.