Abstract

• The main purpose of this study was to explore the prospective teachers’ beliefs towards authentic assessment. This study adopted one group pretest-post-test pre-experimental research design. Fifty-six BEd (Bachelor of Education) second year students from Yangon University of Education were chosen as the participants of the study. Authentic Assessment Belief Scale (pretest and post test), competency-based quiz tests, assessment criteria, observation checklist, teacher’s log, reflective journal, self-assessment form, quick peer-assessment form, group self-assessment checklist, opinion form, and interview guidelines were used in this study. The results of the study indicated that the prospective teachers’ beliefs towards authentic assessment can be improved by an intervention practice of authentic assessment. Moreover, the results revealed that the level of prospective teachers’ beliefs towards authentic assessment after applying an intervention practice of authentic assessment is very high. This study pointed out that prospective teachers highly valued authentic assessment and thus it was undeniable that authentic assessment evidently enhanced prospective teachers’ beliefs to engage in deeper and more productive learning educational psychology. This study also reminded all the educators in Myanmar to be aware of the effectiveness of authentic assessment while marching to implement constructivist learning at all levels of Myanmar education system.