Assessment tools

Each Assessment Tool contains a number of "components" (shown below) that may be clicked and expanded upon.

Click on the Arrows at the left of the heading of each component to view singularly, or click on the "EXPAND/MINIMISE ALL COMPONENTS" button at the top of the component list, to open/close all components simultaneously.

Tool 3D: Key Challenge


Issue/Challenge: Assessing According to the Professional Teaching Standards


There is increased pressure on assessors to make explicit assessment judgements that align with prescriptive professional teaching standards and that can be supported by documented authentic evidence.

Tool Summary:


Issue/challenge: Quality of Professional Experience Relationships

The National Professional Teaching Standards (AITSL, 2010), with their Focus Areas offer a comprehensive guiding framework for both PSTs and their assessors. However, Standards can be experienced as overly prescriptive, complex and expressed in language that is not completely accessible by both PSTs and their assessors.  

 Increasingly the Professional Experience assessment process is structured around and informed by Professional Teaching Standards frameworks. This requires both preservice teachers and all educators involved in professional experience to develop a clear understanding of Standards and what counts as relevant evidence of their attainment.

Self-reporting by a PST using a report format closely aligned with the National Professional Teaching Standards for the Graduate Teacher provides an opportunity for the PST to closely work with Standards, develop a deeper understanding of Standards and to ‘read’ and evaluate their own teaching capacity in terms of Standards.


Assessment Strategy & Process


Assessment Strategy and Process: Self Report

When a PST completes their own professional experience report, either during a placement or as a summative document, this can provide assessors with additional information and a valuable ‘window’ into the PST’s perceptions and understandings of their teaching practice as well as their understanding of how they PST is evaluating their own practice relative to Professional Teaching Standards.

PST’s self-reports can:

  • focus responsibility for the PST’s professional learning back on themselves and raises their level of awareness as to their developing teaching capacity relative to a explicit framework such as the National Professional Teaching Standards.
  • be closely structured against the Professional Teaching Standards thus raising PST’s awareness of their capacity in terms of Standards and assisting the PST to use Standards to develop their professional learning.
  • use the same reporting format as the formal summative report completed by the assessing educator or use a format explicitly developed to guide PST’s evaluative and reflective work
  • be completed at early or final stages of the placement, contributing in both formative and summative ways to the assessment process.,
  • be presented within a portfolio structure , commonly structured in line with Professional Teaching Standards, to either individual supervisors or to a Roundtable panel to provide evidence of PST’s perceptions of their capacity, including goals for further development.
  • be a key document for presentation and discussion within subsequent on-campus seminar groups at which the experience and learning within placements is a focus for debriefing and to subsequent supervisors to assist with future goal setting



Resources: Protocols and Rubrics

  • A set of explicit guidelines for self-reporting needs to be developed collaboratively by educators both school and university-based, including the status of the PST’s self- report with respect to final formal assessment and grading
  • Clear guidelines regarding the format of the report, forms of evidence to be considered, audience for presentation, and timelines for development and presentation need to be clearly communicated to the PST and their assessor(s)
  • Evidence Guides, particularly those that flesh out the Professional Teaching Standards at Graduate level can be a valuable document to guide the PST in compiling a report.
  • Summative judgement may be informed by documents assembled during the placement, the final self-report and possibly the PST’s associated oral presentation. Focus is commonly not only towards the evidence selected and presented but to pertinent reflective comments.





Professional Teaching Standards

All Professional Teaching Standards can be addressed when self-report and presentation is a key assessment process. However, selected Standards and focus areas may be identified as relevant to a particular PST or a specific stage. A final presentation by the preservice teacher via a portfolio when articulation of understandings and performance against Professional Teaching Standards is required, provides rich evidence to inform the assessment summative judgment.

 Standard 6, Engaging in Professional Learning is particularly apt in terms of the PST focussing on the development of their own professional learning and providing evidence of this development through a self-report.