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Design principles for the development and implementation of teaching performance assessments: A systematic review
Book chapter

Design principles for the development and implementation of teaching performance assessments: A systematic review

Wayne Cotton, Anne Bellert, Sharon Davies, Andrew Eaton, George Harb, Marisa Incognito, Larissa McLean Davies, Lindsay Parry, Louisa Peralta, Amy Kay Robinson, …
Assessing Teaching Readiness in Australia: Implementation, Evidence and Impact of the Assessment for Graduate Teaching, pp.163-189
Routledge, 1st
2027
DOI: https://doi.org/10.4324/9781003658122-14
Appears in  Recent Faculty of Education Publications

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Abstract

Teaching Performance Assessments (TPAs) have become integral in evaluating and ensuring the quality of teacher education globally. However, the diversity in their design and implementation across various educational systems highlights a pressing need for a consolidated understanding of the underlying principles guiding their development and use. The primary objective of this systematic review is to establish evidence-informed principles that guide the development and implementation of TPAs. A comprehensive search of five electronic databases was undertaken, yielding 2,482 records. Following duplicate removal, 2,063 records were screened, and 189 full-text articles were reviewed. A total of 139 studies met the inclusion criteria. Data were synthesised using Braun and Clarke's six-phase reflexive thematic analysis. The synthesis resulted in the identification of 15 design principles for TPAs, each accompanied by a heuristic statement that explains, justifies, and grounds the principle in the evidence base. The findings provide a framework to guide policymakers, teacher educators, and institutions in constructing TPAs that are both valid and educative. By emphasising authenticity, equity, and professional growth, TPAs can move beyond compliance mechanisms to become transformative tools that genuinely prepare new teachers for the complexities of classroom practice.

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