Design and Development of Pro-Tadris: A Multilevel Reflective Assessment Framework for Pre-Service Arabic Language Teachers

This study presents Pro-Tadris, an authentic, alternative, and transformative assessment framework developed to enhance the professional growth of final-year pre-service Arabic language teachers at UPSI. Rooted in constructivist and social constructivist learning theories, the framework is conceptualized through an integrated model combining Design Thinking, ARCS Motivational Model, Universal Design for Learning (UDL), and reflective practice. Emphasizing multilayered knowledge and structured reflection, Pro-Tadris promotes learner autonomy and collaboration through elements of heutagogy and peeragogy. Implemented through a seven-station learning model, the framework supports differentiated assessment across cognitive, affective, and psychomotor domains. A design-based research approach was employed, involving iterative development, implementation, and evaluation. Qualitative data from reflections, peer feedback, and expert reviews indicate improved pedagogical reasoning, motivation, and professional identity formation. This study offers a scalable model for culturally responsive Arabic teacher education and contributes to the growing discourse on reflective, student-centered assessment in the digital and multilingual era.