Assessment tools

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Tool 6D: Key Challenge


Issue/Challenge: Promoting Quality Supervisory Relationships


Challenges that arise within the complex dynamics of relationships within professional experience (pre-service teachers, supervising teachers, tertiary mentors) can lead to tensions across personal and professional dimensions - maintaining professional relationships is important and mentor teachers need to allow pre-service teachers to develop their own teacher identity.

Tool Summary:

Issue/challenge: Quality of Professional Experience Relationships

Professional experience is characterised by complex interactions between the key parties involved – the preservice teacher (PST), the supervising teacher(s) who is commonly the major assessor and the university mentor(s) (Tertiary Mentors). The quality of teaching and learning within the professional experience placement is commonly influenced by the quality of the relationships and the communication between these parties.           

Supervisory relationship quality can be impacted by such factors as the challenge for teachers taking on this additional adult educative role, time pressure, higher priority needing to be given to their other work commitments (teaching their own students), PST’s with ill-informed expectations, as well as the possible impacts of unexpected personal issues that may arise.  Self reporting can ease some of the time pressure on teachers within supervision.

It is not uncommon for a PST to have a very different and perhaps unrealistic perception of their teaching capacity compared to that developed by their supervising teacher. A PST self-report can communicate a PST’s evaluation of their current capacity and serve as a valuable communication tool.

Self reporting can assist PST’s to gain a deeper understanding of the elements of teaching practice and their development as well as the supports they need for further growth.



Assessment Strategy & Process


Assessment Strategy and Process: Self Reporting

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 often relative to Standards.

Including PST self-reporting into a professional experience placement has several advantages:

  • it provides assessors with additional evidence to draw on when making assessment judgements that need to be equitable and valid. A self-report includes the PST’s own ‘voice’ into the assessment process and can indicate their understanding of practice relative to Standards.
  • it increases the PST’s understanding of key elements of teaching practice, how these are expressed in Standards frameworks and strengthens their capacity to realistically evaluate themselves.
  • it can support more effective and realistic communication across the professional experience relationships
  •  it can use the same reporting format as the formal summative report completed by the assessing educator or use a self-report format explicitly developed to guide PST’s evaluative and reflective work
  • it supports the PST to explicitly engage in and record self-reflections of their experience, professional learning and goals.
  • it focuses 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.
  • a self-report can be a valuable component of a PST’s portfolio to be shared with their individual supervising teacher or a roundtable assessment panel.



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 within a PST self-reporting strategy. However, particular aspects of practice may be focussed upon in a specific report format.

Particular Standards or Focus Areas could be identified to be specifically reported upon where there is uncertainty or difference regarding shared understandings or perceptions of capacity.