Assessment of pre-service teachers
Overview of Assessment and Reporting Processes
Assessment of pre-service teachers at all stages of development throughout their course of study is made against the focus areas of the Australian Professional Standards for Teachers (Graduate Career Stage). The criteria for assessment vary according to the pre-service teacher’s stage of progression e.g. the criteria for assessing a first year pre-service teacher are different from those that apply to a second year, third year or final year pre-service teacher.
Assessment and monitoring of pre-service teachers’ progress for each professional experience placement occurs in four main ways that are either formative or summative. These strategies include:
Classroom observations on an agreed focus of pre-service teachers’ practice throughout the assessable days. (The Information and Guidelines booklet for each placement lists specific skills linked to the APST that can be observed in the classroom using the classroom observation template.)
Working Portfolio checks. (Records of observations, planning, strategies for assessing and recording student learning and reflections should be completed and shown to the supervising teacher on a daily basis.)
The Interim Report. (This report is completed at the midway point of the block component of a placement and is an opportunity for focused feedback on the pre-service teacher’s progress towards demonstrating the expectations described in the Guide to Making Judgements.)
The Final Summative Report. (This report determines the final outcome for the placement. The pre-service teacher’s practice is assessed using the ratings: Below Expectations - B, Developing towards expectations - D, At expectations – A, or Exceeding expectations - E.)
Assessment Resources for Supervising Teachers and Site Coordinators
A range of materials and resources are provided in each Information and Guidelines Booklet to support supervising teachers.
Assessment materials and tools
This video describes the assessment materials provided for supervising teachers and explains how they are used to provide feedback to pre-service teachers at various stages throughout their placements.
Using the Guide to Making Judgements
This video explains more about the Guide to Making Judgements that is included in the Information and Guidelines booklet for each placement. The Guides describe and clarify the minimum expectations for a pre-service teacher according to their level of progression in a course. The Guide to Making Judgements has been written to align with the way in which Standards are grouped on the reports. These groups focus on five aspects of the pre-service teacher’s practice: planning, teaching, management of the learning environment, assessment practices and professional conduct.
The Site Coordinator also plays a role in the assessment of a pre-service teacher. The site coordinator signs the summative report for each pre-service teacher who is placed at a school and provides support for the supervising teacher in making consistent and appropriate judgements on the standards achieved by these pre-service teachers. In the brief video attached here, an experienced site coordinator discusses the way he enacts this role.
The Site Coordinator’s role in Assessment of Pre-service Teachers
Other resources to support assessment judgements
The Queensland College of Teachers has produced an excellent guide to the types of evidence that can help supervising teachers make judgements about pre-service teachers’ progress against the Australian Professional Standards for Teachers (Graduate level).
The evidence guide is organised using the same groups of Standards as the reports and Guide to Making Judgements in CQUniversity’s Information and Reporting materials. It describes a wide range of sources of evidence of pre-service teachers’ engagement with or demonstration of the Standards including artefacts, observations and discussions with the pre-service teacher.
The Queensland College of Teacher’s Evidence Guide emphasises the importance of understanding where a particular professional experience placement fits within the pre-service teacher’s course of study. For example, at an early stage in a course of study, a pre-service teacher will engage with the knowledge, understanding and skills embedded in a Standard descriptor, while at the end of a course in the final professional experience placement, a pre-service teacher should demonstrate the Standard with evidence in his / her practice.
You can access the Evidence Guide through the link provided here. The examples cover all focus areas of the Standards and the Guide also includes excellent advice to supervising teachers to support their roles, decision-making about pre-service teachers’ achievement and considerations about the impact of context on their judgements.
Pre-service Teachers’ tasks and activities
In this video the alignment between assessment and the tasks and activities that pre-service teachers are required to complete during a professional experience placement is explained. It is important to note that pre-service teachers must be given the opportunity to perform the required tasks to be able to demonstrate the assessment criteria for their placement.
You can find copies of all Information and Guidelines Booklets and Reports for pre-service teacher placements throughout all of CQUniversity’s initial teacher education courses in Information and Guidelines Booklets.