Author: Mr. Khushali U. Prabhu & Prof. (Dr.) Sunayna Kadle
DOI Link: https://doi.org/10.70798/Bijmrd/04011024
Abstract: The present study explores the effectiveness of self-prepared questions as a formative assessment tool in preservice teacher education, drawing upon both researcher observations and student teachers’ perceptions. Adopting a descriptive research design, the study involved 44 B.Ed. student teachers who were required to frame and answer their own test questions based on the prescribed syllabus. Data were collected through systematic classroom observation, analysis of self-prepared question papers and answer scripts, and a structured feedback questionnaire administered to the student teachers. Likert-scale responses were manually coded into positive, neutral, and negative categories and analyzed using percentage distributions. The findings reveal that self-prepared assessments enhanced student teachers’ conceptual understanding, active involvement, motivation, and enjoyment while significantly reducing examination anxiety. Researcher observations further indicated high levels of ethical behaviour and self-regulation during the assessment process. However, limitations were noted in students’ ability to frame high-quality questions, particularly those targeting higher-order cognitive levels of Bloom’s Taxonomy, and in managing time and marks allocation. Student teachers also reported increased awareness of the complexities involved in assessment design and recognized the relevance of this experience for their future teaching careers. The study concludes that self-prepared questions serve as an effective formative assessment strategy that fosters assessment literacy, reflective practice, and learner autonomy among prospective teachers. The findings have important implications for teacher education programmes and support the assessment reform agenda of the National Education Policy (NEP) 2020, e
Keywords: Ethical Behaviour, Self-Regulation, Assessment Literacy, Reflective Practice, Learner Autonomy And National Education Policy (NEP) 2020.
Page No: 133-139