This paper reports on students responses to assessment work associated with an alternative curriculum and pedagogical approach within a compulsory unit of a second- degree teacher education program. The unit had an enrolment of approximately 800 students and allowed students to explore their conceptual basis of curriculum and assessment and the relationship between each. For the main assessment within the unit students were given choice not only of content focus within the broad area of curriculum and/or assessment, but were also allowed choice regarding the mode of expression used for the presentation of this assignment. The assessment product was to be presented as a potential professional portfolio artifact. The choice of learning representation/ assessment product was not restricted to text- based presentations but also symbolic, artistic, performance, multi media or any other mode that individual students felt best enabled them to best present their ideas. The approach greatly motivated students and they produced a wide variety of product for assessment. However, this variety led to assessment dilemmas for staff involved. This paper will track student responses to the notion of learning identity and choice and detail the resultant assessment dilemmas.

Keywords: Assessment; teacher education; pedagogy