This presentation provides an analysis of the integration of Assessment for Learning (AfL) principles in the newly revised 5-year Master of Education (ME) programme at the University of Oslo, Norway; across disciplinary subjects, pedagogy, and school practice. The question of how to educate future teachers in effectively using assessments to promote, monitor, and report on student learning is timelier than ever. In an increasingly accountability-oriented European educational context, teachers are expected to provide dependable assessment – and teacher education programmes across countries are expected to enable their student teachers to use assessment in ways that increase and reflect student performance. The analysis draws on lecture notes, student videos, and student exam papers among 143 student teachers participating in the ME programme in 2015. The integrated Master of Education (ME) programme examined in the study explicitly aims to educate future teachers in their application of assessment principles to promote student learning. The development of this programme has been a collaborative effort by the established teacher education programme at UiO and the Norwegian Centre for Professional Learning in Teacher Education (ProTed) since 2013, to develop a future-oriented knowledge-based teacher education, carried out in close collaboration with student teachers, practitioners, teacher educators, and researchers, and involves activating the innovative, future- and internationally-oriented teacher. In the development of a coherent study design, UiO has consciously attempted to design assessment situations in which student teachers will have the opportunity to develop their competence and skills that are highly relevant for professional teaching practices. Thus, the presentation will address key topics in European assessment education, as it investigates how assessment principles and practices are integrated in the university education, how the student teachers apply assessment principles in their own instructional practices at UiO's partner schools, and to what extent they use self-assessment principles to reflect on their own teaching practices. Such a perspective is in line with constructive alignment (CA), which argues the importance of relating the teaching and learning activities with the assessment situations used in the teacher education programme – so-called dynamic assessment. We aim to shed light on how innovative and research-based approaches to assessment can be integrated in teacher education – and discuss challenges and dilemmas encountered in preparing future teachers for dependable student assessment.

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