There are 5 main recommendations For future work
(1) The first step towards improving the equity, validity and authenticity of assessment, regardless of the tool being used, is forging robust links between school-based teacher educators and university-based teacher educators.
(2) Quality criteria for authentic and formative assessment methods should be explicated. That is to say, assessors should not only be informed about what to look for in performance, but also what makes for good assessment.
(3) Professional development of those involved in professional experience assessment should be increased in order to support those involved in the assessment practices as well as to address the challenge of overall assessment reliability.
(4) The formative side of practicum assessment should be strengthened. Pre-service teachers should receive not only feedback, but also guidance concerning their learning; the connection to life-long professional learning (e.g. professional competence frameworks) should be clear. The role of the assessor needs to also encompass that of an adult educator.
(5)The use of ICT should be increased, both in frequency and quality. This relates in particular to key technologies for capturing performance and learning (video and audio), and methods and technologies for documenting learning as well as for reflection (for instance, e-portfolios).