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From practice to pedagogy: A model of praxis-focused creative arts assessment in initial teacher education
Journal article   Open access   Peer reviewed

From practice to pedagogy: A model of praxis-focused creative arts assessment in initial teacher education

Katie Burke, David Roy, William Baker, Sian Chapman, Katie Hotko and Amy Hamilton
Arts and Humanities in Higher Education, Vol.First online
26/12/2025
DOI: https://doi.org/10.1177/14740222251412056
Appears in  Recent Faculty of Education Publications
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From practice to pedagogyView
Published (Version of record)CC BY-NC V4.0,  Open

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Abstract

Creative arts arts assessment initial teacher education praxis-focused assessment authentic arts
In response to the growing need for authentic, pedagogically sound assessment in Initial Teacher Education (ITE), this study presents a model of praxis-focused Creative Arts assessment designed to integrate arts-making, critical reflection, and pedagogical theorising. Drawing on a multi-site, collaborative autoethnographic study involving six Australian universities, the research uses document analysis and thematic analysis of student survey data to identify critical characteristics that underpin effective praxis-focused assessment: meaningful context, embodied arts engagement, and critical reflection, which collectively contribute to theory-practice integration. The study results in a theoretically grounded and empirically supported model of praxis-focused assessment that is affirmed as a pedagogical tool for preparing confident, competent arts educators. The model offers a framework for assessment in Creative Arts ITE, enhancing student engagement and classroom readiness while addressing contemporary challenges such as generative AI and online learning.

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