Abstract

• The main purpose of the study is to investigate the relationship between knowledge of formative assessment of teacher educators and their teaching practices in Education Degree Colleges. The design used in this study is quantitative research design and descriptive research method. Data were mainly collected through quantitative research methods that were used to find out knowledge of formative assessment of teacher educators and their teaching practices. By using a simple random sampling method, (213) teacher educators from four Education Degree Colleges were selected to participate. Two instruments: a questionnaire of knowledge of formative assessment of teacher educators and a questionnaire of their teaching practices were employed. In pilot testing, the reliable value of knowledge of formative assessment of teacher educators was (0.885) and that for teaching practices of formative assessment was (0.924) using Cronbach’s Alpha. The data obtained were analyzed by using descriptive statistics (means, standard deviations, and correlation), one-way ANOVA, and Pearson product-moment correlation. The results showed that there was a positive high correlation (r=.712, p< .01) between knowledge of formative assessment of teacher educators and their teaching practices in Education Degree Colleges. It can be concluded that the more teacher educators know formative assessment, the more they use it in their teaching.