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

  • New ! Adventurous Lives : Teacher Qualities for 21st Century Learning
    2016; Julie Faulkner, Gloria Latham. ‘In this paper, the authors turn their attention to the importance of teachers’ lives and mindsets to meet current, emerging and future challenges. Using a narrative inquiry approach, they elicit and examine three of these essential qualities’.
  • New ! A Common Language ?
    The Use of Teaching Standards in the Assessment of Professional Experience : Teacher Education Students’ Perceptions. 2016; Tony Loughland, Neville Ellis. ‘This study sought to gather empirical data via a survey of 229 teacher education students followed by focus groups in an endeavour to record their perceptions on the use of the standards as assessment criteria for professional experience’.
  • New ! Building quality in teaching and teacher education
    2016; Nan Bahr with Suzanne Mellor. ‘This review paper addresses conceptions of quality for teachers, teaching and teacher education. Quality teaching for every learner is an admirable goal, but it is not entirely clear what the key features of quality might be for teaching.’.
  • New ! Classroom Management and National Professional Standards for Teachers
    A Review of the Literature on Theory and Practice. 2016; Helen M Egeberg, Andrew McConney, Anne Price. ‘This article reviews the conceptual and empirical research on classroom management to ascertain the extent to which there is consistency between the “advice” found in the research literature and the professional standards for teachers and initial teacher education, in regards to knowledge and perspectives about effective classroom management’.
  • New ! Graduate Standards for Teachers : …
    Final-year Preservice Teachers Potentially Identify the Gaps. 2016; Suzanne M Hudson, Peter Hudson, Noelene L Weatherby-Fell, Brad Shipway. ‘This mixed-method study used a Likert scale survey and interviews. Preservice teachers indicated areas of confidence, and also identified potential gaps in their teacher preparation’.
  • New ! Let Them See It : …
    A Project to Build Capacity by Raising Awareness of Teaching-Development Pathways. 2016; Susan Bolt, Jody Fenn, Christian Ohly. ‘This paper describes the steps taken to make teaching-development opportunities visible to staff. The focus was on creating visual artefacts underpinned by robust technology that users could navigate and interact with. The strategy also included a short video, an interactive map and a database’.
  • New ! Mentoring Beginning Teachers and Goal Setting
    2016; Peter Hudson, Sue Hudson. ‘This case study investigated how mentors after involvement in a mentoring professional learning program focused on goal setting with beginning teachers in their schools. Data were analysed from six mentors’ interviews using semi- structured questions and archival documents associated with the mentoring program’.
  • New ! The Effectiveness of Peer Review of Teaching when performed between Early-career Academics
    2015; Richard J Woodman, Maria B.Parappilly. ‘This case study provides qualitative evidence that PRT programs can successfully shape teaching practice without the involvement of more experienced teaching faculty. Academic developers should highlight the importance of building collegiality and the scholarship of teaching and learning for early-career PRT participants’.
  • New ! The Gifted Dimension of the Australian Professional Standards
    Implications for Professional Learning. 2016; Lesley Henderson, Jane Jarvis. ‘This paper reviews the literature in the field to argue for consideration of a “gifted dimension” as an elaboration of the Australian Professional Standards for Teachers [AITSL, 2011]’.

International

  • New ! Design Evaluation of a Simulation for Teacher Education
    2015; Farnaz Badiee, David Kaufman. ‘Recent calls to improve the quality of education in schools have drawn attention to the importance of teachers’ preparation for work in classroom settings. This study evaluated the design of simSchool [v.1], an online simulation for pre-service teachers, using student teachers’ ratings of selected factors, including realism, appropriateness of content and curriculum, appropriateness for target users, and user interaction’. Canada.
  • New ! How Teachers Experience Practical Reflectivity in Schools : A Case Study
    2015; Alcina Oliveira Martins, Maria Nazaré Coimbra, Isabel P Pinto, Rosa Serradas. ‘The aim of this study is to analyse the essential capacities and attitudes of teachers concerning the concretization of teacher’s reflective practices, by considering potentialities and constraints through the perceptions of teachers and supervisors’.Portugal.
  • New ! Listen to Us : Teacher Views and Voices
    2016; Diane Stark Rentner, Nancy Kober, Matthew Frizzell, Maria Ferguson. ‘The survey focused on a strategic set of issues for policymakers, educators, business leaders, and the public, including teachers’ views on their profession, standards, testing, and evaluations’. USA.
  • New ! The Opinions of Prospective Teachers on Peer Assessment
    2016; Serpil Özdemir. ‘The findings of the study has indicated that peer evaluation is beneficial in providing affective and academic development, use of metacognitive strategies, and in the points of giving feedback’. Turkey.
  • New ! What and How to Assess Teacher’s Performance ? …
    A Proposal Based on the Factors That Support Learning. 2016; Jesús Carlos-Guzmán. ‘A proposal is presented to assess teacher’s performance based on the aspects that educational research has found as fundamental to achieve students’ learning. The proposal is aimed mainly at teachers and people responsible for teacher's assessment programs’. Peru.
  • New ! What Makes a Good Teacher ?
    2017; Zagyváné Szucs Ida. 2017; ‘This study presents the results of a research in which we explore the secondary school students’ expectations of a good teacher. We carried out an anonymous questionnaire survey and asked the students to write an essay on the good teacher. The results show that the students assess their teachers in a lot of aspects’. USA.

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