Building the evidence base to show the quality and impact of initial teacher education
The Graduate Teacher Performance Assessment (GTPA®) is an authentic, summative culminating assessment undertaken in a final-year professional experience placement. Its purpose is to demonstrate graduate readiness on program completion.
The GTPA was developed by the Institute for Learning Sciences and Teacher Education (ILSTE) in 2015, piloted in 2016 and trialled in partnership with a large Collective of Australian Higher Education Institutions (HEIs) in 2017. In January 2018, the GTPA was endorsed by the Australian Institute for Teaching and School Leadership (AITSL). It is supported by researchers, teacher educators, education authorities, industry leaders and union representatives.
In 2021, the GTPA is being implemented in a Collective of 19 HEIs from across six Australian states and territories. In this large-scale project, teacher educators and ILSTE researchers collaborate to undertake cross-institutional moderation (CIM-Online™) and analysis of scoring to establish comparability. To date, more than 15,000+ preservice teachers have completed the GTPA across the full range of initial teacher education programs and education phases.
To learn more about the GTPA, visit www.graduatetpa.com and contact Institute Director Professor Claire Wyatt-Smith.
What are School Leaders, Teachers and Supervising Teachers saying about the GTPA?
The Graduate Teacher Performance Assessment as an authentic assessment
The Graduate Teacher Performance Assessment has student learning at the centre
The Graduate Teacher Performance Assessment provides quality assurance of graduate readiness
Using classroom data in completing the Graduate Teacher Performance Assessment
Reflecting on practice in completing the Graduate Teacher Performance Assessment
The GTPA sits within a significant longitudinal project titled, ‘The Standards and Moderation Project’. The Project is separate from the GTPA. Its primary aim is to work in partnership with HEIs in the development of a longitudinal evidence-base that can be used to inform the evaluation and improvement of initial teacher education programs.