Teaching Performance Assessments as a Cultural Disruptor in Initial Teacher Education / Teacher Education, Learning Innovation and Accountability (PDF)

Claire-Wyatt Smith is the Director of the Institute for Learning Sciences and Teacher Education and Professor of Educational Assessment and Evaluation, Australian Catholic University. Her research focuses on teaching and evaluative expertise, the role of standards, professional judgement and moderation and the use of data to inform teaching and improve learning. She is currently leading a large-scale Australian study involving a national collective of universities undertaking the Graduate Teacher Performance Assessment and cross-institutional standards-referenced moderation. Her recent books include Performance assessment, standards and evidence: Professionalising teacher education and teaching (Routledge, in production), Innovation and accountability in teacher education: Setting directions for new cultures in teacher education (Springer, 2018), Assessment for education: Standards, judgement and moderation (Sage, 2014) and Designing assessment for quality learning (Springer,2014). She is the Foundation Editor of The Enabling Power of Assessment Series as well as the series, Teacher Education, Learning Innovation and Accountability.
Lenore Adie is a Senior Research Fellow with the Assessment, Evaluation and Student Learning Research Concentration and Associate Professor in Teacher Education and Assessment at the Institute for Learning Sciences and Teacher Education, Australian Catholic University. Her research focuses on assessment and moderation processes to support teachers' pedagogical practices and student learning. She has an interest in the enactment of assessment policy and the validity of assessment processes. Her research has generated new knowledge in the field of assessment, focusing on quality in assessment practices and processes, in particular within systems of standards-referenced assessment. This work addresses the alignment of curriculum, assessment and pedagogic practices through the design of assessment tasks and the application of criteria and