Abstract

This study attempted to develop the English communication assessment ability of preservice teachers and assess their transformational change levels while sequentially implementing the transformative learning concept. The target group was seventy-three preservice teachers. The tools were (1) a syllabus for the English Language Test Construction course, (2) English communication assessment principle tests, (3) quality checking forms for assessment tool specimens, and (4) a transformational change rate assessment form. Mezirow’s ten stages were used and divided into four phases according to Miller’s Model for systematizing the learning content and assessment. The preservice teachers’ assessment ability development results showed that their mean score in Phase 1 was 22.92 out of 30, which was at the average level. In Phases 2 and 3, the mean score increase was 23.07 and 26.89 out of 30, respectively, which was at the good level. In Phase 4, their mean score decreased to 24.60 out of 30, but this was still at the good level. In addition, their transformational change was rated at 3.40 (SD = 0.52) or the average level in Phase 1. Then, the change rate rose to 3.56 (SD = 0.52) and 4.29 (SD = 0.65) in Phases 2 and 3, respectively, and reached the high level. In Phase 4, it continuously progressed to 4.50 (SD = 0.50) and arrived at the highest level. The reflection from this study described how (1) the transformative learning concept—systematized with an understanding of learning natures and instructional administration—contributed to the teachers’ professional performance enhancement and learning habit improvement for coping with knowledge dynamism and (2) thinking discretion improvement, creative use of the transformative learning concept, and a learner factor analysis can lead to academic extension in various areas.