摘要：AbstractThe purpose of this study was to investigate pre-service teachers’ intentions toward classroom assessment. The participants of the study were 26 pre-service physics teachers who were in their last year of the teacher education program. Survey research design was implemented for the study. Before administration of the survey instrument, the participants successfully completed the assessment course. Intentions were mainly categorized as traditional, transitional, and constructivist to examine the participants’ tendency. The participants’ intentions were validated with a questionnaire composed of open-ended questions. The common results from the research pointed out that pre-service teachers valued performance-based assessment and could integrate their instruction with their assessment. Therefore, it can be concluded that pre-service teachers’ intention toward classroom assessment was close to constructivist.
