Aussie Educator

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

International

  • A Coherent System of Teacher Evaluation for Quality Teaching
    2016; Adams, Tammie; Aguilar, Elena; Berg, Ellen: et al. ‘The article, 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.
  • Updated ! Assessing and Evaluating Teacher Preparation Programs
    2014; American Psychological Association. ‘We discuss the evaluation of teacher education programs using three methodologies, highlight the utility and limitations of each of these methodologies for evaluating teacher education programs, and provide a set of recommendations for their optimal use by teacher education programs and other stakeholders in teacher preparation’. USA.
  • How Are Teacher Evaluation Data Used in Five Arizona Districts ?
    2016; Makkonen, Reino; Tejwani, Jaclyn; Venkateswaran, Nitya. ‘This study describes how results from new multiple-measure teacher evaluations were being used in 2014/15 in five school districts in Arizona [according to interviews with district leaders and instructional coaches and surveys of school principals and teachers]’. USA.
  • Measuring classroom management expertise of teachers : …
    A video-based assessment approach and statistical results. 2015; Johannes König. ‘The study aims at developing and exploring a novel video-based assessment that captures classroom management expertise of teachers and for which statistical results are provided’. Germany.
  • Problems with Value-Added Evaluations of Teachers ? Let Me Count the Ways !
    2015; David C. Berliner. ‘The movement to evaluate teachers based on student test scores has received powerful political and parental support. This simple and logical approach to teacher evaluation is, however, impossible to do fairly, reliably, and validly, but is nevertheless increasingly being used throughout the country. Here are my views on what is wrong with value-added models of teacher evaluation’. USA.
  • Teacher Evaluations : Use or Misuse ?
    2015; Douglas F Warring. ‘This manuscript identifies some of the factors usually not taken into account in teacher evaluations and suggests ways to improve the teacher evaluation process’. USA.
  • What Do Value-Added Measures of Teacher Preparation Programs Tell Us ?
    2013; Dan Goldhaber. ‘Teacher training programs are increasingly being held under the microscope. The problem is that the scrutiny generally takes the form of input measures, such as minimal requirements for the length of student teaching and assessments of a program’s curriculum. Now the clear shift is toward measuring outcomes’. USA.
  • What if teachers learn in the classroom ?
    2016; Tiina Soini, Janne Pietarinen & Kirsi Pyhältö. ‘The results indicated that active professional agency, promoting both learning and well-being, requires not just reflecting and adapting but also efforts to learn at work’. Finland.

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