Includes bibliographical references and index.

<P><STRONG>Part 1. Conceptualization, Design and Implementation</STRONG> 1. Standards, large-scale evidence, professional judgment, and the affordances of digital technologies in teacher education 2. The move to assessing competence in professions 3. Three essential features in a new conceptualization of complex performance assessments: Authenticity, system and site validity, and intelligent accountability<B> </B>4. How do we know that teacher graduates are ready for professional practice? Designing an assessment for evidence of readiness<B> </B>5. Teaching Performance Assessments and Considerations of Fairness (<I>Joy Cumming and Diana Pullin</I>) <B>Part 2. Data Analytics, Systems Thinking and Digital Architecture </B>6. Validation, reliability and standard setting in the GTPA: A focus on methodologies and judgment 7. The design features of cross-institutional moderation for demonstrating comparability: Building a nationally sustainable model 8. Why teacher education needs a feedback loop: Connecting standards and evidence to inform program planning and renewal 9. Changing culture in Initial Teacher Education: How shall we know quality and impact?<B> </B>10. Teaching performance assessments and considerations of potential legal challenges (<I>Diana Pullin and Joy Cumming</I>) 11. Our journey of discovery: Looking back, looking sideways, and looking forwards</P>

This book provides a significant contribution to conversations about teacher quality and graduate readiness for teaching. It presents empirical insights into how a multidisciplinary team of researchers, teacher educators, and policy personnel mobilized for collective change in a standards-driven reform initiative. The insights are research-informed and critically relevant for anyone interested in teacher preparation and credentialing. It gives an account of a bold move to install a collaborative culture of evidence-informed inquiry to professionalize teacher education.　

The centerpiece of the book is the use of standards and evidence to show the quality of graduates entering the teaching workforce. The book presents, for the first time, a model of online cross-institutional moderation as benchmarking to generate large-scale evidence of the quality of teacher education. The book also introduces a new conceptualization of a feedback loop using summative data for accountability and formative data to inform curriculum review and program renewal.

This book offers the insider story of the conceptualization, design, and implementation of the Graduate Teacher Performance Assessment (GTPA). It involves going to scale with a large group of Australian universities, government agencies, and schools, and using participatory approaches to advance new thinking about evidence-informed inquiry, cross-institutional moderation, and innovative digital infrastructure.

The discussion of competence assessment, standards, and change processes presented in the book has relevance beyond teacher education to other professions.

English.