Student Teachers’ Knowledge and Conceptions of Classroom Assessment at a University in Jamaica

The main purpose of this ex post facto study was to determine the student teachers’ knowledge of classroom assessment and their conceptions of classroom assessment. The sample size was 111 student teachers in a university in Jamaica. Data were collected by using a questionnaire. The results showed that the student teachers had some knowledge of classroom assessment with no differences in gender, age range, area of specialization and year in the program as it pertains to their knowledge of classroom assessment. Regarding the student teachers’ conceptions of classroom assessment, the results showed that some disagreed and some agreed with their responses to their conceptions of classroom assessment as it pertained to the following concepts, namely, irrelevant, teaching and learning, the benefits of classroom assessment, and accountability. The findings indicated a notable disparity in the irrelevant sub-scale scores among male and female students and teachers. However, no variations were observed in the age range, area of specialization, year in the program, and other sub-scales of student teachers. Recommendations were made on how to use classroom assessment results to improve the teaching and learning process, the need to be assessment literate, and the need to advocate for sound assessment practices in schools.