Authentically assessing graduate teaching: outside and beyond neo-liberal constructs

Allard, Andrea C., Mayer, Diane and Moss, Julianne 2013, Authentically assessing graduate teaching: outside and beyond neo-liberal constructs, Australian educational researcher, vol. 41, no. 4, pp. 425-443, doi: 10.1007/s13384-013-0140-x.

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Title Authentically assessing graduate teaching: outside and beyond neo-liberal constructs
Author(s) Allard, Andrea C.
Mayer, Diane
Moss, JulianneORCID iD for Moss, Julianne orcid.org/0000-0002-3086-0066
Journal name Australian educational researcher
Volume number 41
Issue number 4
Start page 425
End page 443
Total pages 19
Publisher Springer
Place of publication Dordrecht, The Netherlands
Publication date 2013-12
ISSN 0311-6999
2210-5328
Keyword(s) authentic teacher assessment
capstone assessment
graduate teaching professional standards
initial teacher education
quality teaching
Summary In this paper, we challenge the current focus on ‘best practice’, graduate teacher tests, and student test scores as the panacea for ensuring teaching quality and argue for ways of thinking about evidence of quality beginning teaching outside and beyond the current neoliberal accountability discourses circulating in Australia and other countries. We suggest that teacher educators need to reinsert themselves as key players in the debates around quality beginning teaching, rather than being viewed as a source of the problem. To enable teacher educators to assume accountability for quality beginning teachers, we propose the framework of a capstone teacher performance assessment—a structured portfolio called the Authentic Teacher Assessment (ATA)— and examine examples of these assessments through the lens of critical discourse analysis. As a measure of ‘readiness to teach’, the ATA is compared with supervising teachers’ assessments of preservice teachers. We argue that structured portfolios that include artefacts derived from preservice teachers’ practice in classrooms along with graduate teacher self assessments provide a stronger accountability measure of effec- tive beginning teaching and demonstrably address the current anxiety regarding ‘evi- dence’. We suggest that such an approach should be reliable enough to be ‘read’ by external assessors (and moderated across other teacher education institutions). Rigor- ous research on a national basis is called for in order to develop and implement a structured portfolio as rich evidence of graduates’ quality and readiness to teach.
Language eng
DOI 10.1007/s13384-013-0140-x
Field of Research 130313 Teacher Education and Professional Development of Educators
Socio Economic Objective 930299 Teaching and Instruction not elsewhere classified
HERDC Research category C1 Refereed article in a scholarly journal
Copyright notice ©2013, Springer
Persistent URL http://hdl.handle.net/10536/DRO/DU:30064530

Document type: Journal Article
Collections: Faculty of Arts and Education
School of Education
2018 ERA Submission
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Created: Wed, 18 Jun 2014, 05:45:07 EST by Andrea Allard

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