The Impact of a Teaching Performance Assessment (TPA) on the Professional Experience Continuum: Improving Engagement through course review

Year: 2019

Author: Harbon, Lesley, Carter, Don, Buchanan, John, Yoo, Joanne

Type of paper: Abstract refereed

Abstract:
The teaching performance assessment (TPA) is a tool undertaken by preservice teachers in the final year of their program to ensure that graduate teachers have met the relevant Graduate Teaching Standards (GTS). To comply with regulating bodies’ requirements, many ITE providers have spent much time and resources on the design of a TPA, however, less focus has been given to how a TPA can shape or improve a teaching program. This paper presents the conceptual steps undertaken by ITE providers to implement such a high stakes assessment task. In the Life Course Model of project development, this study lies within the mobilisation stage, in which processes are developed for the successful implementation.

This paper presents a case study of how the University of Technology Sydney (UTS) set out to sequentially embed the four elements of the Assessment for Graduate Teaching (AfGT) into the Bachelor of Arts Bachelor of Education’s practicum embedded units. The process was undertaken during the pilot and trial phases of the project. It analyses the processes undertaken by course and subject coordinators to ensure the progressive development of pre service teachers’ teaching skills and capacity.

It also examines the challenges that ITE providers may experience as they examine best possible ways to integrate TPAs into existing programs. This paper explores some considerations that may arise from implementing a TPA as a summative tool, such as the impact on pre service teachers, teacher educators and school staff. We investigate how these issues can be addressed by reframing this high stakes assessment task as an ongoing, progressive and formative process. We propose that efforts to scaffolding this assessment into teacher education programs can better prepare students to successfully undertake a TPA, hence making it a more equitable process for all learners.

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