Australian Journal of Teacher Education
Abstract
Many quality assurance policies for teacher education are linked to the assessment of their training and although this is widely studied, the subjects’ perspectives have not been taken into consideration. This study sought to answer: how do the subjects perceive these education assessments and how do those assessments influence their training? A Systematic Literature Review (SLR) search was conducted, rendering the selection of 12 articles. The results indicate that the studies incorporating the subjects' opinions were limited to two instruments: the edTPA from the United States and LANTITE from Australia. Both the performance-based format (edTPA) and the measurement of literacy level and numeracy proficiency (LANTITE) were favourably evaluated. However, their performative effect, curriculum narrowing, and resulting inequalities, as well as the mental health issues associated with test-taking, were criticised. The assessment’s vision is discussed from the subjectivity of the students being evaluated with high-stakes assessments.
Was this research funded?
Yes, research was funded
Recommended Citation
Förster, C., Ruffinelli, A., Cisternas, T., & Donoso, F. (2025). Assessment of Initial Teacher Education from the Evaluated’ Perspective: A Literature Review. Australian Journal of Teacher Education, 50(1). https://doi.org/10.14221/1835-517X.6148
Included in
Educational Assessment, Evaluation, and Research Commons, Higher Education Commons, Teacher Education and Professional Development Commons