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


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South Australia


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Western Australia

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Other Information

Australian Research

  • 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’.
  • Updated ! Conceptions of Good Teaching by Good Teachers : Case Studies from an Australian University
    2013; Fernanda P Duarte. ‘This paper contributes to the debate on what constitutes good teaching in early 21st Century higher education, through an examination of the experience of five outstanding lecturers from a business school in an Australian university’.
  • Evaluation of the Australian Professional Standards for Teachers
    2016; AITSL ‘In order to assess the usefulness, effectiveness and impact of the Standards since implementation, AITSL collaborated with the Centre for Program Evaluation at Melbourne University and their partner, the Australian College of Educators to conduct a three-year evaluation, from 2013 to 2015, of the implementation of the Standards’.
  • 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’.
  • OECD Reviews of Evaluation and Assessment in Education - Australia
    2011; Paul Santiago, Graham Donaldson, Joan Herman, Claire Shewbridge. ‘It provides, from an international perspective, an independent analysis of major issues facing the evaluation and assessment framework in Australia, current policy initiatives, and possible future approaches’.
  • Teacher Effectiveness Systems, Frameworks and Measures : a Review
    2017; Janet Clinton, et al. ‘The report presents the findings of research on international approaches to measuring teacher effectiveness and their applicability to Australia. Measures of teacher effectiveness are vital for understanding what impact teachers have on student outcomes and how to build teachers- capacity to use that information to improve their teaching’.
  • Teacher Performance Appraisal : More about Performance or Development ?
    2015; Kerry Elliott. ‘This paper discusses some of the key research connected with teacher performance appraisal, including aspects and outcomes and points to the need for a better understanding of how they are connected to bigger ideas’.


  • A Viable Solution to Implementing Effective Instructional Supervision
    2016; Stephen Benigno. ‘The Clinical Supervision model is an accepted and viable strategy of teacher evaluation that has been utilised in many school districts for a number of years. Clinical Supervision, if conducted with fidelity, can provide the administration of the school with an opportunity to collaborate with the teacher and create an effective evaluation experience’. Canada.
  • Updated ! Getting teacher assessment right : What policymakers can learn from research
    2010; Patricia H Hinchey. ‘Everyone agrees that teacher quality makes a big difference in student learning. The practical puzzle facing policymakers is, what’s the best way to determine who’s a high-quality teacher?’. USA.
  • Measuring classroom management expertise of teachers : …
    A video-based assessment approach and statistical results. 2015; Johannes K├Ânig. ‘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.
  • 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.
  • Teachers for the 21st Century
    Using Evaluation to improve Teaching. 2013; OECD. ‘Developing teacher-appraisal systems may be costly and challenging to implement, but it is critical to reconcile the demands for educational quality, the enhancement of teaching practices through professional development, and the recognition of teacher knowledge, skills and competencies’. International
  • The Use and Misuse of Teacher Appraisal
    An overview of cases in the developed world. 2013; Laura Figazzolo. ‘The evidence from this study is that for every jurisdiction which sees appraisal as developmental, there is another which sees appraisal as coercive. Education International believes that it is vital that, within teacher policies, appraisal is developed in collaboration with teachers and their organisations and that all involved in appraisal agree on its purpose’. International
  • The Wicked Problem of the Intersection between Supervision and Evaluation
    2017; Ian M Mette, et al. ‘Overall, this study points toward the importance of elementary principals having the instructional leadership skills to differentiate supervision and professional development need for teachers, which in turn influences the evaluation of a teacher is in her/his respective career’. USA.
  • What is the Teaching Excellence Framework in the United Kingdom, and Will it Work ?
    2017; Paul Ashwin. ‘In this article Ashwin discusses the Teaching Excellence Framework that is being introduced in England. He examines why it is being introduced, how it will work, whether it will meet its aims and how it might develop in the future’. UK.

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