FIELD OF THE INVENTION

The present invention relates to an assessment method. More particularly, this invention relates to an assessment method comprising one or more core practices completed for summative assessment to determine professional competence.

BACKGROUND TO THE INVENTION

[00011 The Australian Professional Standards for Teachers (APST) (Australian Institute for Teaching and School Leadership (AITSL), 2010), were designed to make explicit the elements of high-quality teaching; however the assessment of these standards is complex.

[0002] Up to now there are no published validated methods in Australia of summatively assessing the readiness of a graduate teacher for entry to the Teaching Profession. There are also no validated methods for demonstrating quality and impact of Initial Teacher Education (ITE).

[0003] The reference to any prior art in this specification is not, and should not be taken as, an acknowledgement or any form of suggestion that the prior art forms part of the common general knowledge.

SUMMARY OF THE IN VENTION

[0004] Generally, embodiments of the present invention relate to an assessment method. More particularly, this invention relates to an assessment method comprising one or more core practices completed for summative assessment to determine professional competence and/or the quality and impact of ITE.

[0005] In one form, although it need not be the only or indeed the broadest form, the invention provides a method of assessing one or more graduate teacher to determine professional competence, the method comprising:

receiving one or more practice completed for summative assessment;

reviewing the received one or more practice for summative assessment to determine professional competence; and

providing a determination of professional competence.

[0006] In a second form, the invention provides a computer-implemented system for assessing one or more graduate teacher to determine professional competence, the system comprising:

an input for receiving one or more practice completed for summative assessment; a processor for retrieving the received one or more practice for summative assessment for determination of professional competence; and

an output for providing a determination of professional competence.

[0007] In a third form, the invention provides a non-transitory computer program product comprising:

a computer usable medium and computer readable program code embodied on said computer usable medium for assessing one or more graduate teacher to determine professional competence, the computer readable code comprising:

computer readable program code devices (i) configured to cause the computer to receive one or more practice completed for summative assessment;

computer readable program code devices (ii) configured to cause the computer to retrieve the received one or more practice for summative assessment to determine professional competence; and

computer readable program code devices (iii) configured to cause the computer to provide a determination of professional competence.

[0008] In a fourth form, the invention provides a computer server-based system for assessing one or more graduate teacher to provide a determination of professional competence, the system comprising:

one or more server adapted to interface with a computer for receiving one or more practice completed for summative assessment;

a processor for retrieving the received one or more practice for summative assessment to determine professional competence; and

the one or more server adapted to provide a determination of professional competence.

[0009] In a particular embodiment of any one of the above aspects, the one or more practice comprises four practices completed for summative assessment to confirm professional competence. The four practices may comprise a collection and interpretation of baseline data practice; an aligning curriculum with teaching and assessment practice; a provided annotated exemplars of student work practice; and an engaging in assessment moderation practice.

[0010] In another particular embodiment of any one of the above aspects, the one or more practice comprises five practices. The five practices may comprise a planning using data and evidence practice; a teaching and learning practice; an assessing, feedback and professional judgement practice; a reflecting on teaching practice; and an appraising impact of teaching practice.

[0011] According to any one of the above aspects, the graduate teacher may be required to sustain focus on a planning, teaching and assessing cycle over a sustained learning sequence in a single class or group of students, sustained over a period of placement, focused on a single learning or teaching area or combination. This may be an integrated approach.

[0012] In a particular aspect of any one of the above aspects, the one or more practice is common for each of the one or more graduate teacher.

[0013] Any one of the above aspects may comprise a further step of or a processor or code devices for reviewing supplementary materials and/or presenting an appraisal and defence of practice.

[0014] The above aspects link theory and practice and enables a ready assessment of the alignment of curriculum, pedagogy and assessment and take into account school contexts and learner diversity.

[0015] In one embodiment of any one of the above aspects requires a professional placement of a certain sustained period of at least 4 weeks to develop and collect sufficient suitable evidence to meet the requirements of the one or more practice mentioned above. A range of authentic diverse evidence types may be required to allow the competence assessment.

[0016] In another embodiment of any one of the above aspects the aligning curriculum practice includes front-ending assessment. Front-ending assessment refers to the deliberate planning for assessment, concurrent with planning for teaching and learning.

[0017] In yet another embodiment of any of the above aspects, the various practices may also be interconnected and/or complementary. In one particular embodiment of any above aspect, the curriculum practice requires use of the data collected in the collecting and interpreting baseline data practice.

[0018] In another embodiment of any of the above aspects, the annotated exemplars practice requires annotation of the exemplars from the aligning curriculum practice.

[0019] In yet another embodiment of any of the above aspects, the engaging in assessment moderation practice requires a record of moderation discussions of the exemplars from the aligning curriculum practice.

[0020] In one embodiment of any one of the above aspects, the one or more practice may show the full cycle of planning, teaching and assessment. [0021] In another embodiment of any one of the above aspects, the review may use a validated scoring criteria and validated standards.

[0022] In yet another embodiment of any one of the above aspects, the received one or more practice may be validated by the one or more graduate teachers for authenticity. The validation may be to verify the submitted one or more practice is their own work.

[0023] In a particular embodiment of any one of the above aspects, the method of the first aspect may be implemented in a computer.

[0024] The computer implementation may include the online scoring and related quality assurance processes.

[0025] According to any one of the above aspects, the review may comprise review by one or more teacher educator. The method, system or program product of any above aspect may further comprise sending the received one or more practice to the one or more teacher educator and receiving from the one or more teacher educator determination of professional competence.

[0026] According to any one of the above aspects, the confirmation may be provided by an electronic message. The electronic message may comprise email or SMS.

[0027] According to anyone of the above aspects, the determination of professional competence may apply a passing score or a cut score. The application of the passing score or the cut score may comprise one or more of Dominant Profile Judgement and Pairwise Methodology. The determination of professional competence may be as a classroom ready teacher or educator.

[0028] Further aspects and/or features of the present invention will become apparent from the following detailed description.

BRIEF DESCRIPTION OF THE DRAWINGS

[0029] In order that the invention may be readily understood and put into practical effect, reference will now be made to embodiments of the present invention with reference to the accompanying drawings, wherein like reference numbers refer to identical elements. The drawings are provided by way of example only, wherein:

[0030] Fig. 1A is a flowchart showing one embodiment of a method according to the invention.

[0031] Fig. IB is another flowchart showing another embodiment of a method according to the invention. [0032] Fig. 2A and Fig. 2B are schematic diagrams showing one embodiment of a computing device for implementing the invention.

[0033] Fig. 3 is another flowchart showing the method of the invention (GTPA) to be an integrated assessment of teaching practice.

[0034] Fig. 4 is an example of a document that can be utilised to provide evidence of moderation practice through collection of signatures of the student and another moderator.

[0035] Skilled addressees will appreciate that elements in the drawings are illustrated for simplicity and clarity and have not necessarily been drawn to scale. For example, the relative dimensions of some elements in the drawings may be distorted to help improve understanding of embodiments of the present invention.

DETAILED DESCRIPTION OF THE INVENTION

[0036] The present invention relates to an assessment method. More particularly, this invention relates to an assessment method comprising practices completed for summative assessment to determine professional competence. The main benefits include an authentic professional competence assessment. A related benefit will be the generation of new evidence of the quality of teaching graduates as assessed against the APST, and the quality of teacher education programs.

[0037] Advantageously, the method of the invention links theory to practice and enables assessment of professional competence in teaching, including the alignment of curriculum, pedagogy and assessment. It takes into account school contexts and learner diversity.

[0038] In one embodiment, the invention provides an authentic performance assessment method for summative purposes. It may ensure high quality teaching and accountability services are supplied by higher education providers of initial teacher education where the method applies to institutions based now in Australia. There is high potential for the method of the invention to be utilised in other countries also seeking evidence of the quality of teacher graduates and initial teacher education programs. It will also benefit the relevant policy makers. The method involves interconnected practices that generate evidence of professional competence.

[0039] The method of the invention also generates evidence of the quality and impact of Initial Teacher Education (ITE). This evidence has not previously been available. This evidence is essential for demonstrating competence to be measured against the Australian professional standards for graduate teachers. The results of using the method of the invention will be a large-scale evidence base for monitoring and improving the quality of teacher education. When applied in Australia, the results will bring national benefit to Australian communities, including businesses and families. These same benefits may also apply overseas.

[0040] A particular advantage of the present invention is that common evidence requirements are utilised.

[0041] FIG. 1A shows one embodiment of a method 100 according to the invention. In steps 102, 104, 106 and 108 the four practices are completed for summative assessment. These practices are each discussed in detail below.

[0042] As shown in FIG. 1A, method 100 may further comprise a step 110 of receiving supplementary materials.

[0043] A significant advantage of the present invention is it satisfies the requirement of Program Standard 1 : Program outcomes (1.2) for 'pre-service teachers to have successfully completed a final-year teaching performance assessment prior to graduation shown to be a reflection of classroom teaching practice including the elements of planning, teaching, assessing and reflecting' (AITSL, 2015, p.10).

[0044] The method 100 of the invention requires preservice teachers to demonstrate a capacity to interpret student data and modify and transform their teaching practices to improve student learning. This involves the preservice teacher adapting and strategising teaching practices to meet the specific learning needs of students across the full range of abilities.

[0045] The method 100 of the invention reinforces the central tenant of the Australian Professional Standards that teaching, learning and assessment are integrally connected.

[0046] Another significant advantage of the present invention is that it is a standards- referenced performance task completed for summative assessment purposes. At its core, the method 100 focusses on the preservice teachers' impact on student learning. It is designed to:

a) evidence classroom teaching practices, including the elements of unit and lesson planning, teaching, assessing and reflecting;

b) assess preservice teachers' performance against the content of the Graduate Teacher Standards; and

c) identify clear, measurable and justifiable features that discriminate between meeting and not meeting the Graduate Teacher Standards.

[0047] One embodiment of method 100 comprises four core practices that, taken collectively, provide confirmation of graduate teachers' competence. The completed assessment will show readiness for evidence-based inquiry and for use of data to improve learning and teaching. This involves linking theory to practice so that practice itself becomes the subject of critical inquiry.

[0048] A particular advantage of the present invention is that the one or more practice is common for each of the one or more graduate teacher. By common is meant that it is of the same type, but prepared by each of the one or more graduate teacher individually.

[0049] The method 100 also enables graduate teachers to demonstrate how they align curriculum, pedagogy and assessment, taking account of school contexts and learner diversity. This involves identifying three students across the range of achievement levels as the focus for data collection, interpretation and use in practice.

[0050] In a particular embodiment, the method 100 comprises four integrally connected practices which are detailed below. Taken together, the practices constitute a valid assessment that assesses the content of the Graduate Teacher Standards (AITSL, 2015, National Program Standard 1.2b). These practices are:

Practice 1 : Collecting and interpreting baseline data to establish students' learning needs and current levels of performance;

Practice 2: Aligning curriculum, pedagogy and assessment with a focus on learning;

Practice 3: Providing annotated exemplars of student work at different achievement levels; and

Practice 4: Engaging in assessment moderation informed by achievement standards.

[0051] Table 1 shows the relevant focus areas of the APST for the four practice embodiment of the method 100.

[0052] FIG. IB shows another particular embodiment of method 100 comprising five practices. The five practices are shown in the embodiment of FIG. IB to comprise, from top to bottom, a planning using data and evidence practice; a teaching and learning practice; an assessing, feedback and professional judgement practice; a reflecting on teaching practice; and an appraising impact of teaching practice.

[0053] Table 2 shows the coverage of the focus areas of the APSTs for the embodiment of FIG. 1A.

[0054] Table 3 illustrates the coverage of APST focus areas of method 100 of FIG. IB. The focus areas are categorised according to whether they are covered or content dependent in terms of the opportunity to demonstrate capacity within completion of the method 100. Those covered are 1.1; 1.2; 1.3; 1.5; 2.1 ; 2.2; 2.3; 2.5; 2.6; 3.1 ; 3.2; 3.3; 3.4; 3.5; 3.6; 4.1 ; 4.2; 5.1 ; 5.2; 5.3; 5.4; 5. 5and 6.4. Those Dependent on context are 1.4; 1.6; 2.4; 3.7; 4.3; 4.4; 4.5; 6.1; 6.2; 6.3; 7.2; 7.3; and 7.4.

[0055] Table 3 may be read in conjunction with FIG. IB and Table 4 and the statement of criteria or rubrics shown in Table 8. Table 4 is one example of the alignment of the method 100 of FIG. IB with the Australian Professional Standards for Teachers (Graduate). Table 4 illustrates the range of descriptors in which the Graduate Teacher Standards may be demonstrated. The Graduate Standard descriptors are categorised according to whether they are covered or content dependent in terms of the opportunity to demonstrate capacity within completion of method 100.

[0056] Figures 1A and IB and Tables 1 to 4 demonstrate a particular advantage of the present invention, which is that it may cover at least 27 of the Aspects of the Professional Standards (APST) at graduate level. An audit was undertaken by the Queensland College of Teachers (QCT) on the method 100 of FIG. 1A which concluded coverage of 27 APSTs. Another audit was undertaken by the QCT on method 100 of FIG. IB which concluded coverage of 36 APSTs.

[0057] Table 5 shows an example of a table that may be used for evidence and data used in the embodiment of FIG. 1A. Table 6 shows a profile of system data and classroom evidence collection and use suitable for use with the embodiment of FIG. IB.

[0058] The invention may require the graduate teacher to sustain focus on the planning, teaching and assessing cycle over a sustained learning sequence in a single class or group of students, sustained over a period of placement, focused on a single learning or teaching area or combination. This may be an integrated approach.

[0059] In one embodiment, the assessment process is to be undertaken in a sustained placement over a period of at least four to six weeks. The method 100 is a core element of the beginning teachers' professional portfolio. It contributes to the corpus of evidence generated from across the academic program and relevant professional experience reports.

[0060]

Task Practices:

[0061] The method 100 is designed to reflect the integrated planning, teaching and assessing cycle of practice. Though the practices of the method 100 appear in a sequence, they are to be undertaken as part of an iterative process. A graduate teacher will be working to and fro across them in the course of their placement to develop appropriate and sufficient evidence of their teaching and its impact on student learning as identified in the task practices. At the point of submission, the requisite practices will have been completed. Practice 1: PLANNING USING DATA AND EVIDENCE

[0062] According to one embodiment of the method 100 a gradate teacher is required to collect and interpret a range of data types for the assigned class they will focus on for the purposes of the method 100. The data will be used to determine student learning needs and next-step teaching. This is preliminary to adapting, transforming and improving their teaching practices to meet specific learning needs across the full range of student abilities. The focus throughout the task is on knowledge of curriculum and teaching practice. It is also on their abilities to use an evidence-based approach to teaching, monitoring learner growth, teaching effectiveness and the purposeful use of assessment and evaluation.

[0063] The assessment data selected may include:

a)□records and observations of classroom talk and patterns of interaction;

b)□records of main points learned, obtained from consultations with individual students, teachers and/or paraprofessionals;

c)□their own focused analysis of student work samples;

d)□earlier teacher assessments, both for formative and summative purposes, and standardised test data at class level.

[0064] Some of the data may be collected during early observation in the professional experience, while other data may be provided by the supervising teacher or curriculum leader.

[0065] To complete this practice, a work product of an evidence-based account comprising 1,200 to 1,500 words be produced.

[0066] The work product may will comprise evidence of how the preservice teacher interpreted and analysed the data collected in planning their teaching, learning and assessment approaches and interactions with students. The work product may present the extent to which the preservice teacher's initial analysis of students' levels of performance was validated or amended during the course of the professional experience placement. The work product may will refer to relevant research and theories of learning, teaching and assessment.

[0067] Through the account the graduate teacher may will be required to demonstrate knowledge, understanding and/or the ability to:

a.□identify suitable data sets;

b.□collect a range of data types;

c.□interpret and analyse data to develop differentiated teaching and learning approaches; and/or d. Dreview the validity of data choices and assumptions that inform teaching, learning and approaches to assessment.

Practice 2: TEACHING AND LEARNING

[0068] This practice of the method 100 calls for evidence to demonstrate the alignment of curriculum, pedagogy and assessment in practice while connecting it with relevant theory.

[0069] A key concept is 'front-ending assessment', taken to refer to the deliberate planning for assessment, concurrent with planning for teaching and learning. This is distinctively different from seeing assessment as a terminal or endpoint, after teaching has occurred. The purpose of front-ending assessment is to identify the expected knowledges, skills and capabilities that students are required to display as a result of teaching.

[0070] Practice 2 may produce as a work product an assessment task with marking criteria and an explanatory statement of judgement processes. The assessment task may comprise a statement with a length of 1,200-1,500 words.

[0071] The graduate teacher may be required to provide:

i) a selection of unit and lesson plans (2) that are illustrative of how they took account of students' prior learning and diversity;

ii) a culminating, summative assessment task and accompanying marking criteria/ standards. This could be for a single curriculum area or for part of a unit that takes an integrated approach to two or more curriculum areas.

iii) A statement in which the graduate teacher:

a. critically reflects on how they used the data collected in practice one to inform their instructional decision-making. In their reflection, the graduate teacher may be required to comment on their experience of teaching as 'moment-by- moment' decision-making (Schoenfeld, 2014, p. 405).

b. outline the targeted knowledge, skills and capabilities that the graduate teacher expects students to demonstrate.

c. show how in their teaching the graduate teacher involved a range of strategies to support student engagement and learning.

d. draw on their lesson plans to explain how they taught relevant literacy and numeracy capabilities to enable students' success in learning.

e. identify and describe their three main practices for aligning curriculum, teaching, learning and assessment in the process. f. explain how they developed students' engagement in assessment and made features of quality visible for learners. For example, classroom discussion to inform students' goal setting, self-monitoring and improvement efforts.

g. identify and discuss what you have learnt about designing assessment that is valid and 'fit for purpose', both formative and summative.

[0072] Through the assessment task and marking criteria and their explanatory statement, the graduate teacher is required to demonstrate knowledge, understanding and/or the ability to:

• connect the demands of the assessment task they have designed with the stated curriculum, the enacted curriculum (their teaching approaches/ strategies), what the graduate teacher has done to scaffold student learning and your use of resources.

• critically reflect on how they used the data collected in Practice 1 to design and/or redesign the assessment task, taking account of students' prior learning, the diversity of learners in the class and their context.

• design 'fit for purpose' assessment tasks that are valid and appropriate.

• provide opportunities for students to engage in assessment in ways that support learning and students' metacognitive development.

Practice 3: ASSESSING, FEEDBACK AND PROFESSIONAL JUDGEMENT

[0073] The graduate teacher may be required to select and provide three student exemplars of the completed assessment (Practice 2) they have marked and graded. The graduate teacher may be required to choose exemplars that illustrate three different levels of achievement: aspirational level, at year-level/meets expectations; and below expectations. The assessment samples are to be de-identified.

[0074] The three examples must be annotated to show application of the assessment criteria and how the graduate teacher has provided feedback to students on the strengths of their performance and areas for improvement.

[0075] Practice 3 may produce as a work product three annotated student assessment responses and a reflective statement. The reflective statement may comprise a length of 800 to 1,000 words.

[0076] The graduate teacher may be required to produce:

i) Three annotated student assessment responses and an explanation (cognitive commentary) of how they arrived at the overall judgement for each of the responses. This may be required to take account of the strengths and limitations that the graduate teacher considered in assessing the task for each student. ii) a reflective statement informed by relevant research in which they identify what they have learnt from the student assessment responses. This may include key insights into student learning, the impact of their teaching and what the data shows for next steps teaching and learning.

[0077] Through their annotated student assessment samples, their reflective statement and their cognitive commentary the graduate teacher may be required to demonstrate knowledge, understanding and/or the ability to:

• apply assessment criteria and standards when making judgements.

• identify student progress on a learning continuum.

• explain how one or more judgements in undertaking the assessment tasks were reached.

• provide feedback on student learning and identifying strengths and areas for improvement.

• evaluate teaching and learning to improve practice.

• identify next steps for teaching and learning based on assessment data.

Practice 4: REFLECTING ON TEACHING

[0078] Participation in moderation practices is an important way for teachers to calibrate their judgements of students' work against standards and to improve the ways in which they use data as part of their own professional practice. Moderation is a practice that supports teachers to make consistent and comparable judgements of student learning.

[0079] Practice 4 may produce as a work product a record of moderation discussions during professional experience placement or during their academic program. The record of moderation may comprise a length of 800-1,000 words.

[0080] The record may refer to the three annotated student exemplars describing:

i) the extent to which judgements made prior to the moderation discussion remained stable or changed as a result of the discussion.

ii) what the graduate teacher learnt about the use of standards to inform professional judgement, including reference to relevant literature.

[0081] Through the record of moderation discussions about the three annotated student exemplars the graduate teacher may be required to demonstrate knowledge, understanding and/or the ability to:

• Use criteria and standards to judge student performance. • Engage with colleagues in conversations about assessment and moderation to achieve consistent and comparable judgements of student learning. This may involve comparison between judgements before and after moderation.

• Reflect on the validity of assessment decisions, including design of task and marking criteria.

• Identify specific adjustments needed in teaching and assessment strategies.

• Make consistent and comparable judgements.

[0082] Advantageously, the practices and related capabilities for the method 100 of the invention support the construction of preservice teachers' professional practice identities and their preparation as teachers capable of undertaking planning, teaching, learning, assessing and reflecting. The Assessment Specifications (see Tables 7 and 8) including criteria and standards provide a clear benchmark against which preservice teachers' achievement of the identified Graduate Teacher Standards can be measured.

[0083] As shown in FIG. 3, the method 100 of the invention provides an integrated assessment of teaching practice.

[0084] Two examples of the type of data and evidence that may be collected and submitted according to the invention are shown in Tables 7 and 8. Table 7 is a table suitable for the four practice embodiment. Table 8 shows a profile of system data and classroom evidence collection and use according to the five practice or practice embodiment of the invention.

[0085] FIG. 4 shows an example of a worksheet that may be used as evidence of moderation practice according to the invention. This evidence of moderation practice is through the collection of signatures of the student and another moderator. This worksheet may be provided as part of method 100 and also as a separate handout for completion by a student as directed.

[0086] The review may be by one or more teacher educator. The method, system or program product of any above aspect may further comprise sending the received one or more practice to the one or more teacher educator and receiving from the one or more teacher educator determination of professional competence.

Practice 5: APPRAISING IMPACT OF TEACHING PRACTICE

[0087] The appraisal may comprise the bottom two boxes shown in Table 8. The appraisal may comprise an evaluation of the impact on student learning over the course of the placement. In a first part, through two scenarios, a connection between theory, enacted practice and the curated body of evidence may be conducted to: evaluate the effectiveness of teaching; and to demonstrate its impact on student learning. In a second part, through two scenarios, an examination and discussion of how teaching decisions were effective or not effective in progressing student learning and why may be conducted.

[0088] The determination of professional competence may apply a passing score or a cut score. The application of the passing score or the cut score may comprise one or more of Dominant Profile Judgement and Pairwise Methodology.

[0089] The received one or more practice may amount to material comprising approx. 5,000 words.

[0090] Method 100 may be implemented in a computer device. One embodiment of a computer device 200 suitable for use in the present invention is shown in Figs. 2A and 2B. In the embodiment shown, computer device 200 comprises a computer module 201 comprising input devices such as a keyboard 202, a mouse pointer device 203, a scanner 226, an external hard drive 227, and a microphone 280; and output devices including a printer 215, a display device 214 and loudspeakers 217. In some embodiments video display 214 may comprise a touchscreen.

[0091] A Modulator-Demodulator (Modem) transceiver device 216 may be used by the computer module 201 for communicating to and from a communications network 220 via a connection 221. The network 220 may be a wide-area network (WAN), such as the Internet, a cellular telecommunications network, or a private WAN. Through the network 220, computer module 201 may be connected to other similar computer devices 290 or server computers 291. Where the connection 221 is a telephone line, the modem 216 may be a traditional "dial-up" modem. Alternatively, where the connection 221 is a high capacity (e.g.: cable) connection, the modem 216 may be a broadband modem. A wireless modem may also be used for wireless connection to network 220.

[0092] The computer module 201 typically includes at least one processor 205, and a memory 206 for example formed from semiconductor random access memory (RAM) and semiconductor read only memory (ROM). The module 201 also includes a number of input/output (I/O) interfaces including: an audio-video interface 207 that couples to the video display 214, loudspeakers 217 and microphone 280; an I/O interface 213 for the keyboard 202, mouse 203, scanner 226 and external hard drive 227; and an interface 208 for the external modem 216 and printer 215. In some implementations, modem 216 may be incorporated within the computer module 201, for example within the interface 208. The computer module 201 also has a local network interface 211 which, via a connection 223, permits coupling of the computer device 200 to a local computer network 222, known as a Local Area Network (LAN).

[0093] As also illustrated, the local network 222 may also couple to the wide network 220 via a connection 224, which would typically include a so-called "firewall" device or device of similar functionality. The interface 211 may be formed by an Ethernet circuit card, a Bluetooth wireless arrangement or an IEEE 802.11 wireless arrangement or other suitable interface.

[0094] The I/O interfaces 208 and 213 may afford either or both of serial and parallel connectivity, the former typically being implemented according to the Universal Serial Bus (USB) standards and having corresponding USB connectors (not illustrated).

[0095] Storage devices 209 are provided and typically include a hard disk drive (HDD) 210. Other storage devices such as, an external HD 227, a disk drive (not shown) and a magnetic tape drive (not shown) may also be used. An optical disk drive 212 is typically provided to act as a non-volatile source of data. Portable memory devices, such as optical disks (e.g.: CD-ROM, DVD, Blu-Ray Disc), USB-RAM, external hard drives and floppy disks for example, may be used as appropriate sources of data to the computer device 200. Another source of data to computer device 200 is provided by the at least one server computer 291 through network 220.

[0096] The components 205 to 213 of the computer module 201 typically communicate via an interconnected bus 204 in a manner that results in a conventional mode of operation of computer device 200. In the embodiment shown in FIGS. 2A and 2B, processor 205 is coupled to system bus 204 through connections 218. Similarly, memory 206 and optical disk drive 212 are coupled to the system bus 204 by connections 219. Examples of computer devices 200 on which the described arrangements can be practiced include IBM- PC's and compatibles, Sun Sparc stations, Apple computers; smart phones; tablet computers or like a device comprising a computer module like computer module 201. It is to be understood that when computer device 200 comprises a smart phone or a tablet computer, display device 214 may comprise a touchscreen and other input and output devices may not be included such as, mouse pointer device 201 ; keyboard 202; scanner 226; and printer 215.

[0097] Fig. 2B is a detailed schematic block diagram of processor 205 and a memory 234. The memory 234 represents a logical aggregation of all the memory modules, including the storage device 209 and semiconductor memory 206, which can be accessed by the computer module 201 in Fig. 2 A. [0098] The methods 100 of the invention may be implemented using computer device 200 wherein the methods 100 may be implemented as one or more software application programs 233 executable within computer module 201. In particular, the steps of the methods 100 of the invention may be effected by instructions 231 in the software carried out within the computer module 201

[0099] The software instructions 231 may be formed as one or more code modules, each for performing one or more particular tasks. The software 233 may also be divided into two separate parts, in which a first part and the corresponding code modules performs the method 100 of the invention and a second part and the corresponding code modules manage a graphical user interface between the first part and the user.

[00100] The software 233 may be stored in a computer readable medium, including in a storage device of a type described herein. The software is loaded into the computer device 200 from the computer readable medium or through network 221 or 223, and then executed by computer device 200. In one example the software 233 is stored on storage medium 225 that is read by optical disk drive 212. Software 233 is typically stored in the HDD 210 or the memory 206.

[00101] A computer readable medium having such software 233 or computer program recorded on it is a computer program product. The use of the computer program product in the computer device 200 preferably effects a device or apparatus for implementing the methods 100 of the invention.

[00102] In some instances, the software application programs 233 may be supplied to the user encoded on one or more disk storage medium 225 such as a CD-ROM, DVD or Blu- Ray disc, and read via the corresponding drive 212, or alternatively may be read by the user from the networks 220 or 222. Still further, the software can also be loaded into the computer device 200 from other computer readable media. Computer readable storage media refers to any non-transitory tangible storage medium that provides recorded instructions and/or data to the computer module 201 or computer device 200 for execution and/or processing. Examples of such storage media include floppy disks, magnetic tape, CD-ROM, DVD, Blu-ray Disc, a hard disk drive, a ROM or integrated circuit, USB memory, a magneto-optical disk, or a computer readable card such as a PCMCIA card and the like, whether such devices are internal or external of the computer module 201. Examples of transitory or non-tangible computer readable transmission media that may also participate in the provision of software application programs 233, instructions 231 and/or data to the computer module 201 include radio or infra-red transmission channels as well as a network connection 221, 223, 334, to another computer or networked device 290, 291 and the Internet or an Intranet including email transmissions and information recorded on Websites and the like.

[00103] The second part of the application programs 233 and the corresponding code modules mentioned above may be executed to implement one or more graphical user interfaces (GUIs) to be rendered or otherwise represented upon display 214. Through manipulation of, typically, keyboard 202, mouse 203 and/or screen 214 when comprising a touchscreen, a user of computer device 200 and the methods 100 of the invention may manipulate the interface in a functionally adaptable manner to provide controlling commands and/or input to the applications associated with the GUI(s). Other forms of functionally adaptable user interfaces may also be implemented, such as an audio interface utilizing speech prompts output via loudspeakers 217 and user voice commands input via microphone 280. The manipulations including mouse clicks, screen touches, speech prompts and/or user voice commands may be transmitted via network 220 or 222.

[00104] When the computer module 201 is initially powered up, a power-on self-test

[00105] (POST) program 250 may execute. The POST program 250 is typically stored in a ROM 249 of the semiconductor memory 206. A hardware device such as the ROM 249 is sometimes referred to as firmware. The POST program 250 examines hardware within the computer module 201 to ensure proper functioning, and typically checks processor 205, memory 234 (209, 206), and a basic input-output systems software (BIOS) module 251, also typically stored in ROM 249, for correct operation. Once the POST program 250 has run successfully, BIOS 251 activates hard disk drive 210. Activation of hard disk drive 210 causes a bootstrap loader program 252 that is resident on hard disk drive 210 to execute via processor 205. This loads an operating system 253 into RAM memory 206 upon which operating system 253 commences operation. Operating system 253 is a system level application, executable by processor 205, to fulfil various high-level functions, including processor management, memory management, device management, storage management, software application interface, and generic user interface.

[00106] Operating system 253 manages memory 234 (209, 206) in order to ensure that each process or application running on computer module 201 has sufficient memory in which to execute without colliding with memory allocated to another process. Furthermore, the different types of memory available in the computer device 200 must be used properly so that each process can run effectively. Accordingly, the aggregated memory 234 is not intended to illustrate how particular segments of memory are allocated, but rather to provide a general view of the memory accessible by computer module 201 and how such is used.

[00107] Processor 205 includes a number of functional modules including a control unit 239, an arithmetic logic unit (ALU) 240, and a local or internal memory 248, sometimes called a cache memory. The cache memory 248 typically includes a number of storage registers 244, 245, 246 in a register section storing data 247. One or more internal busses 241 functionally interconnect these functional modules. The processor 205 typically also has one or more interfaces 242 for communicating with external devices via the system bus 204, using a connection 218. The memory 234 is connected to the bus 204 by connection 219.

[00108] Application program 233 includes a sequence of instructions 231 that may include conditional branch and loop instructions. Program 233 may also include data 232 which is used in execution of the program 233. The instructions 231 and the data 232 are stored in memory locations 228, 229, 230 and 235, 236, 237, respectively. Depending upon the relative size of the instructions 231 and the memory locations 228-230, a particular instruction may be stored in a single memory location as depicted by the instruction shown in the memory location 230. Alternately, an instruction may be segmented into a number of parts each of which is stored in a separate memory location, as depicted by the instruction segments shown in the memory locations 228 and 229.

[00109] In general, processor 205 is given a set of instructions 243 which are executed therein. The processor 205 then waits for a subsequent input, to which processor 205 reacts by executing another set of instructions. Each input may be provided from one or more of a number of sources, including data generated by one or more of the input devices 202, 203, or 214 when comprising a touchscreen, data received from an external source across one of the networks 220, 222, data retrieved from one of the storage devices 206, 209 or data retrieved from a storage medium 225 inserted into the corresponding reader 212. The execution of a set of the instructions may in some cases result in output of data. Execution may also involve storing data or variables to the memory 234.

[00110] The disclosed arrangements use input variables 254 that are stored in the memory 234 in corresponding memory locations 255, 256, 257, 258. The described arrangements produce output variables 261 that are stored in the memory 234 in corresponding memory locations 262, 263, 264, 265. Intermediate variables 268 may be stored in memory locations 259, 260, 266 and 267. [00111] The register section 244, 245, 246, the arithmetic logic unit (ALU) 240, and the control unit 239 of the processor 205 work together to perform sequences of micro- operations needed to perform "fetch, decode, and execute" cycles for every instruction in the instruction set making up the program 233. Each fetch, decode, and execute cycle comprises:

(a) a fetch operation, which fetches or reads an instruction 231 from memory location 228, 229, 230;

(b) a decode operation in which control unit 239 determines which instruction has been fetched; and

(c) an execute operation in which the control unit 239 and/or the ALU 240 execute the instruction.

[00112] Thereafter, a further fetch, decode, and execute cycle for the next instruction may be executed. Similarly, a store cycle may be performed by which the control unit 239 stores or writes a value to a memory location 232.

[00113] Each step or sub-process in the methods 100 of the invention may be associated with one or more segments of the program 233, and may be performed by register section 244-246, the ALU 240, and the control unit 239 in the processor 205 working together to perform the fetch, decode, and execute cycles for every instruction in the instruction set for the noted segments of program 233.

[00114] One or more other computers 290 may be connected to the communications network 220 as seen in Fig. 2A. Each such computer 290 may have a similar configuration to the computer module 201 and corresponding peripherals.

[00115] One or more other server computer 291 may be connected to the communications network 220. These server computers 291 response to requests from the computer device or other server computers to provide information.

[00116] Method 100 may alternatively be implemented in dedicated hardware such as one or more integrated circuits performing the functions or sub functions of the described methods 100. Such dedicated hardware may include graphic processors, digital signal processors, or one or more microprocessors and associated memories.

[00117] Advantageously, the APST are embedded in the method 100 of the invention. The method 100 of the invention is a culminating authentic assessment of final-year teaching performance designed to enable preservice teachers to demonstrate achievement of the APST. As shown in FIG. 3, the method 100 of the invention provides a clear benchmark against which preservice teachers' achievement of the identified Graduate Teacher Standards is measured.

[00118] The received one or more practice may be validated by the one or more graduate teachers for authenticity. The validation may be to verify the submitted one or more practice is their own work.

Examples

[00119] An initial validation of the present invention against the Australian Graduate Teacher Standards (GTS) was undertaken in early 2016, and a Pilot was completed in the second half of 2016. The Trial of the GTPA occurred in 2017. A second validation of the GTPA against the GTS occurred at the finalisation of the Trial. In 2017 a suite of web resources was developed to support consistent communication and implementation.

[00120] Tables 9, 10 and 1 1 below show the refinements made to the criteria (rubric) during the Trial.

[00121] The achievement criteria shown in Table 7 were refined through these the Trial. The refinements fit into three main categories. Refinements: 1) to terminology to ensure better fit with the APSTs; 2) for clarification of the intent of the specifications; and 3) to extend the focus of the rubric. Changes to the rubric across the methodological studies in the Trial are shown in Tables 9, 10 and 1 1. The lines on the sides of the tables indicates where changes were made to the rubric across time. As a key, a 1, 2 or 3 is placed near these lines to indicate the category of refinement the change represents.

[00122] Advantageously, the present invention provides evidence that beginning teachers are ready for entry to the profession. It responds to moves to strengthen initial teacher education (ITE) programs. The national Accreditation of Initial Teacher Education Programs in Australia: Standards and Procedures, Program Standard 1.2, requires that 'preservice teachers ... have successfully completed a final-year teaching performance assessment prior to graduation'.

[00123] In this specification, the terms "comprises", "comprising" or similar terms are intended to mean a non-exclusive inclusion, such that an apparatus that comprises a list of elements does not include those elements solely, but may well include other elements not listed.

[00124] Throughout the specification the aim has been to describe the invention without limiting the invention to any one embodiment or specific collection of features. Persons skilled in the relevant art may realize variations from the specific embodiments that will nonetheless fall within the scope of the invention.