Abstract
The commentary commences with the proposition that “We have to get TPAs right”. Hattie starts with the recognition that teacher education has already been the subject of extensive review and critique, with a succession of reform attempts. He notes that ITE programs across Australia illustrate remarkably high variance in quality measures. Hattie notes the significance of TPAs that have emerged in Australia and the impact that these will have. He comments that the profession has an exciting and important role in setting standards and that this could be the start of a new confidence in quality—but there is still much to do. The evidence from the TPA could generate a new wave of evidence to make ITE programs a hothouse of exciting research.
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Australian Tertiary Admissions Rank (ATAR), is a rank that ranges from 0 to 99.95. It indicates a student’s position relative to their year group cohort. See https://www.uac.edu.au/future-applicants/atar.
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Hattie, J. (2021). Commentary: We Have to Get TPAs Right!. In: Wyatt-Smith, C., Adie, L., Nuttall, J. (eds) Teaching Performance Assessments as a Cultural Disruptor in Initial Teacher Education. Teacher Education, Learning Innovation and Accountability. Springer, Singapore. https://doi.org/10.1007/978-981-16-3705-6_15
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