Australian initial teacher education accreditation requirements have, since 2016, mandated a capstone teaching performance assessment (TPA) to assess pre-service teachers (PSTs) against the Australian Professional Standards for Teachers. This research examines how a standardised TPA known as the Assessment for Graduate Teaching (AfGT) can impact on PSTs’ readiness to teach. The AfGT comprises PSTs’ analysis of their teaching practice using video of teaching episodes, observation feedback, and students’ work samples augmented by an online situational judgement task. The researchers used thematic data analysis of surveys to investigate how the AfGT impacted on PSTs’ perspectives of what matters in teaching. The research established that the process of completing the TPA can activate and reinforce reflection and professional reasoning, and expand PSTs’ knowledge of how their teaching improved student learning. The results provide insights into how a complex and high-stakes TPA can foster professional growth while signalling key enabling conditions.

中文翻译：

---

激活和加强毕业生的能力：从教学绩效评估中吸取的早期教训

自 2016 年以来，澳大利亚最初的教师教育认证要求强制要求进行顶点教学绩效评估 (TPA)，以根据澳大利亚教师专业标准对职前教师 (PST) 进行评估。这项研究考察了称为研究生教学评估 (AfGT) 的标准化 TPA 如何影响 PST 的教学准备。AfGT 包括 PST 使用教学片段视频、观察反馈和通过在线情境判断任务增强的学生作业样本对其教学实践的分析。研究人员使用调查的主题数据分析来调查 AfGT 如何影响 PST 对教学中重要事项的看法。研究表明，完成 TPA 的过程可以激活和加强反思和专业推理，并扩展 PST 对他们的教学如何改善学生学习的知识。结果提供了有关复杂且高风险的 TPA 如何促进专业发展同时发出关键有利条件的见解。