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This study investigates the pre-and post-training conceptualisations of assessment amongst trainee and recently qualified teachers in the lifelong learning sector in the UK. Using the lens of transformative learning, the study maps out the process, influential factors and time in the shift in conceptualisation. Though designed as a qualitative iterative study, the study employed a combination of statistical tools and content analysis in data analysis. It found that the dominant pre-training conceptualisation of assessment was in its summative essence as a tool for testing and examination and that reconceptualization occurred mostly during practice. The study calls for a review of the structure and content of teacher education in the area of assessment and proposed that post-training development programmes for newly and recently qualified teachers must acknowledge these findings in their teacher development programmes.

Moments in Transformation: Newly Qualified Lifelong Learning Teachers’ Reconceptualization of Assessment in Practice