This chapter considers the assessment of teaching practice in language teacher education, both pre-service and in-service and the use of feedback for the development of practice. It starts by providing an overview of existing literature on principles and practice, including: the dichotomy of theory and practice within the assessment of teaching, notions of effective feedback and the impact of qualification and award frameworks on the assessment and feedback practice of teacher educators as well as the use of reflective practice as an assessment tool.

Data representing the views of both trainees and tutors are presented and discussed to illustrate these issues in practice. Trainees express views on the transparency and fairness of assessment and the kind of teacher knowledge being assessed. Tutors provide insights into the use of assessment criteria, both formal and informal, and the validity of such criteria. The data also provides insights into effective feedback from the perspective of the trainees and considers both trainees and tutors’ views of the different elements of assessment.

Practical activities for teacher education programmes which address different aspects of assessment are also considered. There are some ideas and examples of tasks which can be used by tutors and trainee teachers. Practical illustrations of how technology can be used for assessment purposes and for reflective activities are also provided.

The final section provides further reading on assessment and feedback as well as suggesting how readers might undertake their own action research on this area.