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The assessment model of student field practice is essential to assess the achievement of students' competence as a prospective teacher. It is also important in Faculty of Tarbiyah and Teaching Training. The objective of this research is to identify the available assessment model in sequence to find causes why do the lecturers find difficulty in assessing the students' practice and the expected remedies. This research used concurrent mixed method with concurrent triangulation design. Data was collected using questionnaires, focus group discussion, and documentation. Data was analysed in quantitative using descriptive statistic and in qualitative using Miles & Hubberman method. The result shows that in reality, there are many weaknesses in the assessment model. They are seen in several aspects; from validity and reliability aspects, empirical evident is not found; from objective aspect, layout instrument, guideline, and scoring rubric are unclear and not detail; from the systematic aspect, assessment sequence is unstructured; while from practicality aspect, the result is not optimal. The desired expectation is the provision of a simple assessment that is valid, reliable, objective, and easy to understand as well as practical to be used.

The assessment model of student field practice is essential to assess the achievement of students' competence as a prospective teacher. It is also important in Faculty of Tarbiyah and Teaching Training. The objective of this research is to identify the available assessment model in sequence to find causes why do the lecturers find difficulty in assessing the students' practice and the expected remedies. This research used concurrent mixed method with concurrent triangulation design. Data was collected using questionnaires, focus group discussion, and documentation. Data was analysed in quantitative using descriptive statistic and in qualitative using Miles & Hubberman method. The result shows that in reality, there are many weaknesses in the assessment model. They are seen in several aspects; from validity and reliability aspects, empirical evident is not found; from objective aspect, layout instrument, guideline, and scoring rubric are unclear and not detail; from the systematic aspect, assessment sequence is unstructured; while from practicality aspect, the result is not optimal. The desired expectation is the provision of a simple assessment that is valid, reliable, objective, and easy to understand as well as practical to be used. [ABSTRACT FROM AUTHOR]