ABSTRACT
The chapter focuses on teacher training for French teachers in Eswatini, especially how these are assessed during their studies, which in turn influence their own (future) teaching and assessment practice. This assumes a link between student teachers’ experiences (content, delivery, assessment), what they practice in the (virtual) classroom, and how they use (online) assessment once they are employed as teachers. In this sense, this chapter focuses on assessment—an essential step in the education cycle—through a brief analysis of national and institutional assessment policy and guidelines first. I discuss the benefits and challenges of online open-source and artificial intelligence tools. In the study, I analyse how teacher education programmes prepare students and in-service teachers to become online facilitators and assessors/examiners.
