Assessment Practices in Teacher- preparation Programs in Higher Education in Lebanon

النوع : Article

The purpose of this study was to examine the assessment practices in teacher education programs in Lebanon in a number of participating universities. The following dimensions of assessment were set as framework of analysis: the presence of clear program/department outcomes, direct and indirect assessment of those outcomes, frequency of assessment (multiple administrations), use of various ways of assessment, and implementation of alternative, authentic, and self-assessment. Data were collected through an open-ended questionnaire, syllabi of different categories of courses, and university catalogues. Results showed that: indirect assessment of program outcomes is almost absent; a heavy emphasis on paper-pencil exams still prevails, with high weight attributed to this form; usage of alternative forms of assessment is more evident in practicum courses than in other categories of courses; and opportunities for self, authentic, and formative assessment are still minimal.