Developing pre-service teachers’ assessment literacy through integrated placement: The 4–1 School–University Model

Teacher education research highlights the challenge of connecting university coursework with classroom practice during placements. While practicum experiences provide opportunities for pre-service teachers to develop teaching competence, assessment literacy development during placement remains under-examined. This study investigates the 4–1 School–University Model, a practice-based structure integrating four days of school placement with one day of university-based coursework on assessment. Data were collected through surveys (n = 89) and focus group discussions (n = 64) with 200 PSTs enrolled in an assessment course. Findings show that the model supported PSTs’ classroom application of assessment concepts, peer dialogue, and confidence in designing and evaluating assessment tasks. However, PSTs reported tensions associated with navigating dual contexts and managing workload. The study proposes a structured placement–learning cycle that strengthens assessment literacy and offers a model integrating assessment learning within professional experience programs.