Effectiveness of a Reflective Dialogue Groups Strategy in Improving Assessment for Learning (AfL) Competency of Pre-Service Teachers

The purpose of this study was to examine the effect of the reflective dialogue groups strategy on Assessment for learning (AfL) competency of 8 pre-service teachers enrolled in a teaching practicum course in Bahrain Teachers College. The study made use of a two-cycles action research method to collect qualitative data using artifact analysis through holistic rubrics, as well as quantitative data through surveys and observations checklists for triangulation and research rigor. From Cycle 1 of the study, results showed that the use of the strategy improved AfL competency partially in terms of qualitative data and moderately to highly in terms of quantitative data. As a result of implementing changes in the second cycle of action research, improvements were again found, with artifacts fully achieving AfL and quantitative data showing high to very high improvements. The Wilcoxon test revealed the statistical significance of such improvements. Despite the limitations of small sample size and limited time for implementation, is the findings suggest that the use of the reflective dialogue groups strategy can improve AfL competency of pre-service teachers in teacher education.