Alberta Journal of Educational Research, Vol. 58, No. 4, Winter 2013, 634-656

Widespread use of performance assessments. Many programs required the 
completion of a performance assessment whereas it was less common to embed paper-and-
pencil tests (43%) and quizzes (35.7%) during the term. The most type of common performance 
assessment was a written reflection (65%) followed by the creation of selected and constructed 
items (50%). Only half included a written final exam (50%). Less common performance tasks 
included developing a scoring rubric and making an oral presentation (43% each). The finding 
that performance assessments were used along with traditional exams reflected current 
classroom policies and may encourage their use by teachers in their own classrooms: 
“Alternative assessment techniques have been part of the educational landscape for several 
decades, and, although many of them seem to have been adopted, significant changes in 
classroom assessment purpose have not been evident” (Manitoba Education, Citizenship & 
Youth, 2006, p 70). Indeed, providing opportunities for pre-service teachers to experience the 
benefits of such strategies, which, in turn, would promote future use, is desirable. Such an 
increase in knowledge and skills related to performance assessments would enhance the 
availability and variety of authentic assessment strategies is aligned with previous suggestions 
by Rogers (1991).
Misuse of assessment strategies for summative purposes. Of concern was that 
assessment strategies best suited for formative assessment were used for summative purposes. 
For example, of the programs (36%) that included peer assessment as a strategy, half included 
peer assessment results when computing course grades. The use of peer assessment for 
summative purposes represented a misalignment with their intended formative purpose. 
Furthermore, the use of these assessment strategies, intended for the purpose of supporting 
learning, for grades reinforced practices that are not congruent with current policies: “Teachers 
who are making changes in their understanding of assessment, and learning new ways of 
assessment, are at the same time revisiting their views about how children learn and what role 
Table 4 
Scope and Nature of Summative Assessment Strategies in Assessment Courses 
Across Western Canadian Teacher Education Programs (n=14) 
Category 
Codes Related to Summative 
Assessment Strategies 
Frequency 
Percentage* 
Performance 
Assessments 
Reflection
9 
64.3 
Selected and constructed items 
7 
50.0 
Rubric construction 
6 
42.9 
Oral presentation 
6 
42.9 
Paper-and-pencil 
assessments 
Test during term 
6 
42.9 
Final exam 
7 
50.0 
Quiz 
5 
35.7 
Other
assessments 
Attendance 
5 
35.7