Preservice teachers’ perceptions of and intentions to utilize assessment

Using occupational socialisation framework, the purpose of this study was to understand preservice physical education teachers’ perceptions of and intention to utilise assessment in their future teaching practice. 41 preservice teachers were selected to participate across four universities in the southeast United States. Data was collected through individual and focus group interviews and was analysed thematically through deductive and inductive approaches. Trustworthiness included data triangulation, peer debriefing, negative case analysis, and the maintenance of an audit trail. Four main themes included: (a) prior contact with quality assessment was limited; (b) varying focus on assessment during PETE; (c) assessment is related to but separate from teaching; and (d) desire to use assessment, but uncertain how to use it effectively. Preservice teachers’ desire to use assessment and how to use it in the future were influenced by their prospective PETE program preparation, however, largely related to their acculturation experiences.