This article investigates common understandings and practices of a group of supervisors assessing students during the Teaching Practicum in South Africa. In the light of this context and the need for a constructivist approach to develop students to be able to teach in diverse contexts, the question that the research intends to answer is as follows: "What are the common foci of supervisors as reflected in their teaching practicum assessment reports?" A randomly mixed sample of 33 narrative reports, taken from 5 supervisors was analysed to gain insight into the assessment report. Findings are presented as five assessment discourses and an argument is presented for the Teaching Practicum assessment to shift towards a student-oriented developmental approach that is neither hierarchical nor judgmental but aims at serving students' professional development that meets the challenges of culturally diverse societies.