Why Fix What Isn’t Broken? Challenging Longstanding Assessment Practices in Higher Education Teacher-Training Institutions

For teacher training institutions, professional development needs to be rethought. PD should acknowledge the experiences of career educators, challenge their assumptions, and empower them to design practical tools to use in their own practice. Notice that I said ‘empower’, rather than simply ‘equipping’ them. Traditional PD models often focus on "equipping" educators—giving them new tools, strategies, and techniques to implement in their classrooms. While this approach provides valuable resources, it can sometimes reduce educators to passive recipients of knowledge, assuming that if they are given the right methods, their practice will improve.

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