Robust assessment

Ensuring that all pre-service teachers meet the Graduate Teacher Standards prior to graduation through a rigorous teaching performance assessment will give confidence that they are classroom ready and will have a positive impact on student outcomes.


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ITE providers collaborate to develop teaching performance assessments

Performance indicator

1. Number of ITE providers involved in a consortium through the TPA grant program

Twenty-one ITE providers were involved in the two consortia that received seed funding to develop and trial TPAs through the 2017 AITSL TPA grant program.

The two TPAs developed by the consortia were endorsed by AITSL's Expert Advisory Group (EAG) in 2018. Since endorsement, an additional seven providers have opted to implement one of these TPAs.
0 ITE providers currently participating in the two TPA consortia

2. Number of ITE providers working together to share understanding about the development and ongoing implementation of TPAs

Three ITE providers worked together to develop a new TPA which was endorsed by the EAG in 2019. 

A further four providers have also worked together to develop a TPA, which is due to be assessed by the EAG by the end of September 2020.



Assessment of pre-service teachers is consistent and rigorous, to ensure the classroom readiness of Australian teachers

Performance indicator

TPAs are endorsed by the AITSL TPA expert advisory group as meeting Program Standard 1.2

AITSL established a teaching performance assessment (TPA) expert advisory group to provide advice on the development, implementation, and monitoring of a TPA to help ensure it meets the requirements of Program Standard 1.2. The members of the expert advisory group are:

  • Dr John Bennett
  • Dr Fiona Ell
  • Ms Jenny Lewis
  • Emeritus Professor William Louden
  • Professor James Tognolini
  • Dr Christine Tom

The expert advisory group worked with AITSL to develop Teaching Performance assessment services: Principles of operation. This document sets out the principles of operation for TPA services provided by AITSL to support the development and implementation of TPAs in Australia.

As of July 2020, four TPAs have been assessed by the expert advisory group as meeting Program Standard 1.2. These four TPAs are currently in use or being implemented by 32 ITE providers. There are an additional 12 TPAs covering 15 providers that have been assessed but not yet endorsed. The deadline for TPAs to be endosred by the EAG is 30 September 2020.

When will we know more?

By the end of September 2020, the expert advisory group will have provided advice on all TPAs as part of accreditation decisions made by teacher regulatory authorities. In time, this will provide a national overview of TPAs and ensure comparability in the ways in which TPAs meet Program Standard 1.2.


TPAs contribute to graduates of ITE programs having a consistently high level of classroom readiness

Performance indicators

1. Benchmarking of TPAs indicates a high degree of consistency in assessment of pre-service teachers against the Graduate Teacher Standards

In mid-2018, Education Council agreed that, following implementation, it will be critical to understand how consistently all TPAs are assessing the Graduate Teacher Standards.

A methodology has been developed to investigate if the passing standard between different TPAs is comparable. This activity will commence in 2021 with TPAs that have been endorsed by the EAG. 

2. Perceptions of classroom readiness by ITE graduates and teacher employers

The recently published 2019 ITE Data Report (which shows figures from 2017 ITE students) brings together data from sources such as the Employer Satisfaction Survey (ESS) and Course Experience Questionnaire (CEQ) to give an indication of the current perceptions of the readiness of ITE graduates and employers.

Figures reported in the 2019 ITE Data Report show that a higher proportion of ITE graduates indicated their qualification prepared them for employment (undergraduate: 86%; postgraduate: 81%) in comparison to graduates from all higher education programs (ITE Data Report 2019, p. III).

These figures are similar to the perceptions of 2016 ITE graduates when 85% of undergraduates and 81% of postgraduates indicated that their qualification prepared them for the classroom (AITSL ITE Data Report 2018, p. XV).

Graduate perceptions of employment readiness, 2017

Graduate perceptions of employment readiness

(Source: 2019 ITE Data Report, p. 85)

For undergraduates, the 2019 ITE Data Report also showed that, in 2017, 87% of ITE graduate employers were satisfied with the graduate’s performance, compared to 84% of employers of recent graduates from all higher education undergraduate programs (p. 100). The figures were similar for postgraduate programs, with 86% of employers satisfied with the graduate's performance as compared to 82% of recent graduates from all higher education undergraduate programs (p. 100).

These figures are similar to the 2016 data reported in the 2018 ITE Data Report, which indicated that employers were satisfied with 89% of undergraduates and 85% of postgraduates (p. 102).

Overall employer satisfaction with graduates, 2017

Employer satisfaction(Source: 2019 ITE Data Report, p. 100)

When we will know more?

Progress will be reported as data becomes available.