Implementing a Teaching Performance Assessment: An Australian Case Study

Abstract

This paper reports on the implementation of a Teaching Performance Assessment (TPA), a component of graduation recently introduced into the teaching workforce in Australia. The TPA typically requires graduates to demonstrate that they can plan, implement, assess and reflect on a series of lessons given to school students. This case study used grounded theory to analyse the initial implementation of a TPA at an Australian university, based on interviews, student focus groups, and a classroom readiness survey. We investigated the TPA's contribution to final-year pre-service teachers' learning and professional readiness. We conclude that the TPA, as a threshold task, is broadly beneficial to the profession and graduating teachers, and may strengthen professional bonds between schools and universities. We also warn of TPA-related fragilities and its potential to reinforce populist notions of 'teaching as telling' and to test surface-level quizknowledge to the exclusion of deeper, attitudinal learning outcomes.

Modeling Teaching Brand using Multisource Feedback

“…On the other hand, the teacher's inability to perform well in the class compromises the students' quality of learning. Thus, the conduct of teaching performance evaluation obtained valuable information on how the teacher performs his job inside and outside the four walls of the classroom (Bal-Taştan et al, 2018;Bradford & Braaten, 2018;Carlucci et al, 2019;Buchanan et al, 2020;Retnowati et al, 2021). An essential evaluator of teaching performance is the student who has the most contact hours with the teacher in the entire semester or school year (Carlucci et al, 2019;Almutairi & Shraid, 2021;Pan et al, 2021).…”