This presentation aims at understanding how formative assessment was implemented in a case study of teacher education in Australia. It focuses on bringing attention to improving the practice of self-assessment and peer-assessment as two key strategies in formative assessment. Teacher education is unique in working with human being and developing teacher generations with knowledge and skills to work with younger people. The research has employed a survey of 120 students, twelve in-depth interviews (eight with lecturers and four with students), and two lecture/ tutorial observations as research methods. It has found that the practice of sharing learning expectations, questioning and giving feedback were conducted effectively. However, students’ role should be recognized more and more in the way to improve their learning autonomy. It is suggested that students should involve with developing and practicing assessment criteria. Student assessment should not be under the form of marks but constructive and actionable feedback. Assessment should be anonymous, modelling and scaffolding of the learning achievements.
