- Title
- Collaboratively designing a national, mandated teaching performance assessment in a multi-university consortium: Leadership, dispositions and tensions
- Creator
- McGraw, Amanda; Keamy, Ron; Kriewaldt, Jeana; Brandenburg, Robyn; Walker, Rebecca; Crane, Nadine
- Date
- 2021
- Type
- Text; Journal article
- Identifier
- http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/178842
- Identifier
- vital:15474
- Identifier
-
https://doi.org/10.14221/ajte.2021v46n5.3
- Identifier
- ISBN:0313-5373 (ISSN)
- Abstract
- It is a requirement for pre-service students in Initial Teacher Education programs in Australia to successfully complete a teaching performance assessment (TPA) before they graduate. This follows similar requirements in other international contexts, particularly the United States, where standard-based assessment is also a focus. As members of the design team of a TPA, which was affirmed by a nationally appointed Expert Advisory Group in Australia, we examine the social processes contributing to the development of a high-stakes assessment task. Significant challenges emerged through the nature of the task and the responsibility developers had for ensuring validity and fairness, but also because the design team comprised of teacher educators from ten universities. Using collaborative self-study as a methodology we examine our reflexive narratives and find that collaborative leadership and key personal dispositions are at the heart of the design process. These enable us to identify, examine and navigate arising tensions. © 2021 Social Science Press. All rights reserved.
- Publisher
- Edith Cowan University
- Relation
- Australian Journal of Teacher Education Vol. 46, no. 5 (2021), p. 39-53
- Rights
- All metadata describing materials held in, or linked to, the repository is freely available under a CC0 licence
- Rights
- Copyright Australian Journal of Teacher Education
- Subject
- 13 Education
- Full Text
- Reviewed
- Funder
- The authors acknowledge the seed funding from the Australian Institute for Teaching & School Leadership (AITSL) in the first year of the project (2017) and the significant and ongoing financial support provided by the member institutions of the AfGT Consortium.
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