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Teacher Assessment

Teachers are assessed during training, when registered, during their probationary period and throughout the rest of their career. This is irrespective of whether they stay in the classroom or move into leadership positions.

They face varying types of assessment. Assessment types may include formal, structured assessment, peer assessment, self-assessment, teaching standards, the mentoring process and less formal types.

This page links to procedures and programs used in each state & territory, special reviews, reports and more. It includes aspects such as peer reviewing and self-assessment where used.

Other information is found on the Professional Development pages and the Teacher Employment pages.

States & Territories

Australian Capital Territory

New South Wales

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Northern Territory

Queensland

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South Australia

Tasmania

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Victoria

Western Australia

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Other Information

Australian Research

  • An investigation of best practice in evidence-based assessment …
    Within preservice teacher education programs and other professions. 2012; QCT. ‘This report was compiled primarily from a literature review of assessment practices in preservice teacher education in Australia and internationally’.
  • Establishing a National Certification System for Teachers : How are we doing ?
    2013, Lawrence Ingvarson. ‘There are many aspects to this question, but, undoubtedly, building its own independent professional certification system would have to be one of the key strategies for strengthening teaching as a profession’.
  • Study on the Quality of Teaching in VET
    2011; Leesa Wheelahan, Gavin Moodie. LH Martin Institute. ‘The purpose of this project is to research and make recommendations on the quality of vocational education and training teaching; teacher qualifications and continuing professional development; the impact teaching has on the quality of the student experience and student outcomes; and, how this can be evaluated’.
  • Supervising Professional Experience Students
    2012; Peter Renshaw. ‘A literature review on mentoring and supervision of pre-service teachers. The review looks at the current policies, procedures and practices that are designed to support pre-service teachers’ professional experience’. AITSL
  • Standards for Beginning Teachers
    2013; Lawrence Ingvarson. ‘As evidence mounts that the most important in-school influence on student achievement is teachers’ knowledge and skills, the need for teaching standards that describe what good teachers know and do has never been clearer’.

International

  • A Coherent System of Teacher Evaluation for Quality Teaching
    2015; Accomplished California Teachers. ‘Adapted from a report written by a group of accomplished California teachers, recommends seven core principles to develop a system of teacher evaluation that provides meaningful and ongoing inputs and moves teachers on a path of continuous improvement throughout their careers’. USA.
  • Assessment and innovation in Education
    2009; Janet Looney. ‘Do some forms of student and school assessment hinder the introduction of innovative educational practices and the development of innovation skills ?’ OECD.
  • Building Teacher Evaluation Systems : Learning from Leading Efforts
    2011; Aspen Institute. ‘The challenge is to document these lessons so school systems can determine their application in different contexts, and use them to accelerate the development and sophistication of teacher evaluation and performance management systems’. USA.
  • Developing and Assessing Beginning Teacher Effectiveness
    2013; Linda Darling-Hammond, Stephen P Newton, Ruth Chung Wei. ‘The Performance Assessment for California Teachers [PACT] is an authentic tool for evaluating prospective teachers by examining their abilities to plan, teach, assess, and reflect on instruction in actual classroom practice’. USA.
  • Evaluating Teacher Effectiveness
    2010; Linda Darling-Hammond. ‘How Teacher performance assessments can measure and improve teaching’. USA.
  • Getting Teacher Evaluation Right : A Background Paper for Policy Makers
    2014; Linda Darling-Hammond, et al. ‘There is a widespread consensus among practitioners, researchers, and policy makers that current teacher evaluation systems in most school districts do little to help teachers improve or to support personnel decision making. For this reason, new approaches to teacher evaluation are being developed and tested’. USA.
  • Key Issue : Using Performance-Based Assessment to Identify and Support High-Quality Teachers
    2008; Jane Coggshall, Jeffrey Max, Katherine Bassett. ‘Performance-based assessment of teachers includes a class of measurement methods designed to assess the quality of teacher performance on one or two important aspects of teaching. This paper presents strategies for implementing performance-based assessment’. USA.
  • Principals as Assessment Leaders in Rural Schools
    2012; Patrick Renihan, Brian Noonan. ‘Reports a study of rural school principals’ assessment leadership roles and the impact of rural context on their work. The study involved three focus groups of principals serving small rural schools of varied size and grade configuration in three systems’. Canada.
  • Principals’ Perceived Supervisory Behaviours Regarding Marginal Teachers in Two States
    2014; Bret Range, Paul Hewitt, Suzie Young. ‘This descriptive study used an online survey to determine how principals in two states viewed the supervision of marginal teachers’. USA.
  • Sorting out the Signal
    2014; Katharine O Strunk, Tracey L Weinsten, Reino Makkonen. ‘Do multiple measures of teachers’ effectiveness provide consistent information to teachers and principals ?’. USA.

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