The Bachelor of Education (BEd) undergraduate degree at a university in the Gauteng province, South Africa, aims to prepare pre-service teachers by using their experiences to expose them to the South African schooling context. This is done using a scaffolded process that includes formative assessment, summative assessment and Work-Integrated Learning (WIL, also known as teaching experience). This paper describes research findings based on a sequential mixed method design used within a constructivist paradigm to collect data on the role of assessment in pre-service teacher preparation. Eighty participants answered 16 questions on a nominal scale, and from this sample, 8 participants took part in semi-structured, one-on-one interviews. Based on the findings, it was concluded that all types of assessment were beneficial for pre-service teacher preparation as part of an assessment schedule – especially the case with WIL. However, WIL was criticised for not aligning with the current context and for a need to include the realities of paperwork, policies and systems as well as the emotional strain experienced by in-service teachers. The results suggest that by making WIL more authentic could impact pre-service teachers during their careers when deciding whether to remain in the profession. Keywords: assessment; formative; preparation; pre-service teacher; summative; work-integrated learning

中文翻译：

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南非学校环境下评估和准备本科生的关系

南非豪登省一所大学的教育学士 (BEd) 本科学位旨在通过利用他们的经验让他们接触南非的学校环境来培养职前教师。这是使用包括形成性评估、总结性评估和工作集成学习（WIL，也称为教学经验）的支架式过程来完成的。本文描述了基于在建构主义范式中使用的顺序混合方法设计的研究结果，以收集有关评估在职前教师准备中的作用的数据。80 名参与者按名义规模回答了 16 个问题，从这个样本中，8 名参与者参加了半结构化的一对一访谈。根据调查结果，得出的结论是，作为评估计划的一部分，所有类型的评估都有利于职前教师准备——尤其是 WIL 的情况。然而，WIL 被批评为不符合当前的背景，需要包括文书工作、政策和系统的现实以及在职教师所经历的情绪压力。结果表明，通过使 WIL 更加真实，可以在决定是否继续从事该行业时影响职前教师的职业生涯。关键词：评估；形成; 准备; 职前教师；总结性的；工学结合 政策和制度以及在职教师所经历的情绪压力。结果表明，通过使 WIL 更加真实，可以在决定是否继续从事该行业时影响职前教师的职业生涯。关键词：评估；形成; 准备; 职前教师；总结性的；工学结合 政策和制度以及在职教师所经历的情绪压力。结果表明，通过使 WIL 更加真实，可以在决定是否继续从事该行业时影响职前教师的职业生涯。关键词：评估；形成; 准备; 职前教师；总结性的；工学结合