At the School of Professional Teacher Education, facilitating learning and assessment is a constructive, open and continuous dialogue between the trainees and the teacher educators.

Assessment of learning process takes place in relation to the set aims of different courses. Assessment decisions are criterion-referenced; assessment decisions (pass/failed) are made from the basis of criteria of required competence which is described in the context of each course. Passing a course requires that the criteria of competence is fulfilled. Assessment is based on assignments, observations, discussions and other qualitative data, and thus, it is qualitative.

The aims set for each competence area also form the basis of facilitating the learning process. Tutoring during the learning process, different types of feedback and other assessment methods are based on both the defined aims of each competence area and learning goals set by trainee teachers themselves. Thereby, the aim of assessment is to be constructive. Trainee teachers’ self-assessment has an important role at all stages of the studies. A self-assessment task is included in each assignment.

In the facilitating learning course, the teacher trainee, the teacher educator, fellow students and tutors or colleagues who are support the practical implementation of teaching, will participate in the evaluation. The following image illustrates the tasks of the various evaluators.

Figure 3. Assessment