Wyatt-Smith, Claire <br/><br/>
Professionalizing teacher education :   performance assessment, standards, moderation, and evidence /  
Claire Wyatt-Smith ...[et al.] 
 - London :  Routledge,  2022. 
 - 276p.   illustrations (black and white) 
<br/><br/>Includes bibliographical references and index. 
<br/><br/><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> 
<br/><br/> 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.　<br/><br/>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.<br/><br/>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.<br/><br/>The discussion of competence assessment, standards, and change processes presented in the book has relevance beyond teacher education to other professions. 
<br/><br/><br/>English. 
<br/><br/><label>ISBN: </label>9780367332129 
<br/><br/><label>Subjects--Topical Terms: </label><br/>Teachers--Training of--Australia.<br/>Teaching --Standards--Australia.
<br/><br/><label>Dewey Class. No.: </label>370.711  / WYA-P