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The conceptualisation of a teaching performance assessment : Designing for evidence of graduate competence
Adie, Lenore Wyatt-Smith, Claire
Adie, Lenore
Wyatt-Smith, Claire
Author
Abstract
This chapter introduces the Graduate Teacher Performance Assessment (GTPA) as an Australian endorsed teaching performance assessment (TPA). The GTPA is taken to be a cultural disruptor. Officially it is positioned within an accountability-as-measurement policy-driven reform context. We are bringing an inquiry mindset to the introduction of TPAs within which TPAs acted as a catalyst to inquire into initial teacher education (ITE) programs with a focus on evidence of program effectiveness. We argue that the use of data generated from the assessment for curriculum review and program renewal through TPAs is not an optional extra. Rather, it is a necessary precondition for a sustainable approach to professional accountability and requires a new mindset on the part of teacher educators, policy personnel, and school staff involved in preparing future generations of teachers.
Keywords
Date
2021
Type
Book chapter
Journal
Book
Teaching performance assessments as a cultural disruptor in initial teacher education : Standards, evidence and collaboration
Volume
Issue
Page Range
19-37
Article Number
ACU Department
Institute for Learning Sciences and Teacher Education (ILSTE)
Faculty of Education and Arts
Faculty of Education and Arts
Relation URI
Source URL
Event URL
Open Access Status
License
All rights reserved
File Access
Controlled