Abstract
This study examined the views of 1593 first-year graduates from five Western Australian universities concerning three nationally endorsed teacher performance assessment (TPA) instruments. Quantitative and qualitative data obtained through the Department of Education Western Australia’s annual first year graduate teacher surveys from 2021-2023 was used. Study findings revealed that overall, most graduates were satisfied that the TPA supported their classroom readiness and understanding of the graduate level of the Australian Professional Standards for Teachers, and that mentors/supervisors played a critical role in these perceptions. We recommend incorporating the first-year graduates’ insights into the refinement of TPAs. Our study advocates for ensuring that mentors/supervisors are willing and well-equipped with the necessary knowledge, skills, and behaviours to take on this role, the development and implementation of national mentoring standards, and for larger national cross-TPA studies to strengthen the evidence supporting the quality of initial teacher education.
Document Type
Journal Article
Date of Publication
1-1-2025
Volume
35
Issue
3
Publication Title
Issues in Educational Research
Publisher
Western Australian Institute for Educational Research
School
School of Education
RAS ID
83754
Creative Commons License
This work is licensed under a Creative Commons Attribution-No Derivative Works 4.0 License.
First Page
1308
Last Page
1325
Comments
Wyatt, J. E., Mansfield, C. & Mildenhall, P. (2025). Western Australian graduate teacher perceptions of teacher performance assessments. Issues in Educational Research, 35(3), 1308-1325. https://www.iier.org.au/iier35/wyatt-2-abs.html