Research shows that if formative assessment is done effectively it can enhance learning. It must
therefore be taken very seriously in teacher education programs. The thorough implementation
of, and preparation of student teachers for, formative assessment must include the modeling of good practice by teacher educators. Teacher educators can only model well if they themselves have a thorough and deep understanding of formative assessment principles and strategies. It is hoped that the lessons learned from this study will make a contribution towards the improvement of formative assessment practices amongst Namibian teachers.
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