Key Readings

The readings below are for those who wish to extend and enrich their knowledge of significant issues and trends in the assessment of professional experience.

Australian Institute of Teaching and School Leadership Ltd (AITSL) (2011). National professional Standards for teachers

Australian Institute of Teaching and School Leadership Ltd (AITSL) (2012). Australian Teacher Performance and Development Framework

Bannink, A. (2009). How to capture growth? - Video narratives as an instrument for assessment in teacher education, Teaching & Teacher Education, 25, 244-250.

Bloomfield, D. (2009). Working within and against neoliberal accreditation agendas: opportunities for Professional Experience. Asia-Pacific Journal of Teacher Education, 37(1), 27-44.

Bloomfield, D. 2009. Using Portfolios to Communicate. In R. Ewing, T. Lowrie & J.Higgs (Eds)Teaching & Communicating: Rethinking Professional Experiences.(pp.149-162) Melbourne: Oxford University Press.

Bloomfield, D. 2009. Professionalism & Ethics: Communication in School & Community Contexts. In R. Ewing, T. Lowrie & J. Higgs (Eds)Teaaching & Communicating: Rethinking Professional Experiences.(pp.51-64) Melbourne: Oxford University Press

Darling-Hammond, L., & Snyder, J. (2000). Authentic assessment of teaching in context. Teaching and Teacher Education, 16, 523–545.

DeBarger, A. H., & Riscontente, M. M. (2005). An example-based exploration of design patterns in measurement (Report No. 8 downloaded from PADI Technical Reports. Stanford: SRI.

Delandshere, G., & Petrovsky, A. (1998). Assessment of complex performance: limitations to key measurement assumptions. Educational Researcher, 27(2), 14-24.

Engeström, Y. (1999). Activity Theory and individual and social transformation. In Y. Engeström, R. Miettinen & R-L. Punamäki (Eds.), Perspectives on Activity Theory (pp.19-38). Cambridge: Cambridge University Press.

Fernandez, E. (2003). Promoting Teacher Competence in Field Education: Facilitating Transition From Practitioner to Educator. Women in Welfare Education. Special Issue in Field education (6), 103-129.

Goodyear, P. (2005). Educational design and networked learning: Patterns, pattern languages and design practice, Australasian Journal of Educational Technology, 21(1) 82-101

Hallam, G., Harper, W., McCowan, C., & Hauville, L. (2008). Australian ePortfolio Project (Final Report). Brisbane: Australia.

Hattie, J.C. (2009). Visible Learning: A synthesis of over 800 mets-analyses relating to achievement. Oxford: Routledge.

Hattie, J. & Timperley, H. (2007) The power of feedback. Review of Educational Research 77(1), 81-112.

House of Representatives Standing Committee on Education and Vocational Training. (2007). Top of the Class: Report on the inquiry into teacher education. Canberra: House of Representatives Publishing Service.

Jensen, B. and Reichl, J. (2011). Better teacher appraisal and feedback: Improving performance.  Melbourne: Grattan Institute.

Kennedy, M. (1999). The role of pre-service teacher education. In L. Darling-Hammond, & G. Sykes, Teaching as the learning profession (pp.59-85). San Francisco: Jossey Bass.

Messick, S. (1994). The interplay of evidence and consequences in performance assessments. Educational Researcher, 23(2), 13-23.

Mislevy, R. J., & Riscontente, M. M. (2006). Evidence-centered assessment design. In S. M. Downing & T. M. Haladyna (Eds.), Handbook of test design (pp.61-90). Mahwah, NJ: Lawrence Erlbaum.

Mislevy, R. J., & Riscontente, M. M. (2006). Evidence-centered assessment design. In S. M. Downing & T. M. Haladyna (Eds.), Handbook of test design (pp.61-90). Mahwah, NJ: Lawrence Erlbaum.

Mislevy, R. J., Hamel, L., Fried, R., G., Gaffney, T., Haertel, G., Hafter, A., . . . Wenk, A. (2003). Design patterns for assessing science inquiry (PADI Technical Report 1). Retrieved from

Mislevy, R. J., Steinberg, L., Almond, R. G., Haertel, G. D., & Penuel, W. R. (2003). Leverage points for improving educational assessment (PADI technical report 2). Stanford, CA: SRI.

New South Wales Institute of Teachers (2005). The Framework of Professional Teaching

Queensland College of Teachers (2012). An investigation into best practice in evidence-based assessment within preservice teacher education programs and other professions: a report of research commissioned by Queensland College of Teachers. Queensland.

Popham, W. J. (2008). Transformative assessment. Alexandria, VA: Association for Supervision and Curriculum Development.

Ramsey, G. (2000). Quality Matters: Revitalising Teaching: Critical times, critical choices: Report of the Review of Teacher Education and Training, New South Wales. Sydney: New South Wales Department of Education and Training.

Seeratan, K. L., & Mislevy, R. J. (2009). Design patterns for assessing internal knowledge representations (Report No. 22),PADI Technical Reports. Retrieved from

Sim, C., Freiberg, J., White, S., Allard, A., Le Cornu, R. & Carter, B. (2012). Using Professional Standards: Assessing work integrated learning in initial teacher education [online resource]. Melbourne:  Australian Teaching and Learning Council.  Available from:

Smith, K. (2007). Empowering school – and university-based teacher educators as assessors: A school-university cooperation. Educational Research and Evaluation, 13(3) 279-293.

Toulmin, S. E. (2003). The uses of argument (updated edition). Cambridge: Cambridge University Press.

Universities Australia (2008). Action Plan: Advancing Equity and Participation in Australian Higher Education. April, 2008, Canberra.

Ure, C., Gough, A., Newton, R. (October 2009). Practicum Partnerships: Exploring Models of Practicum Organisation in Teacher Education for a Standards-Based Profession Final Report. Australian Learning and Teaching Council: Strawberry Hills, NSW.

White, S., Bloomfield, D., & Le Cornu, R. (2010). Professional experience in new times: issues and responses to a changing education landscape. Asia-Pacific Journal of Teacher Education, 38(3), 181-193.