View in EDS

'They're Far More Prepared to Teach Children': Authentic Assessment of the Arts in Primary Initial Teacher Education Degrees in Six Australian Universities

Saved in:
Bibliographic Details
Title: 'They're Far More Prepared to Teach Children': Authentic Assessment of the Arts in Primary Initial Teacher Education Degrees in Six Australian Universities
Language: English
Authors: William Baker, Amy Hamilton, Katie Burke, Sian Chapman, Katie Hotko, David Roy
Source: International Journal of Education & the Arts. 2026 27(6).
Availability: International Journal of Education & the Arts. 1310 South 6th Street, Champaign, IL 61820. Tel: 402-472-9958; Fax: 402-472-2837; Web site: http://www.ijea.org
Peer Reviewed: Y
Page Count: 22
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, Preservice Teacher Education, Performance Based Assessment, Art, Art Education, Theory Practice Relationship, Preservice Teachers, Reflection, Authentic Learning
Geographic Terms: Australia
ISSN: 1529-8094
Abstract: The applied nature of learning in teacher education courses suggests the value of authentic assessment that links classroom learning to "real-world" school teaching. While the features of authentic assessment have been extensively explored, the features of authentic arts assessment are less well-articulated in the literature. We use a collaborative autoethnographic approach to examine our own assessment practices to surface the features of authentic arts assessment in our Australian teacher education courses, and the principles underpinning it. Using existing approaches to authentic learning as analytical frameworks, our research developed three principles for authentic arts assessment in teacher education. Authentic arts assessment: 1) replicates real-world arts making and actual arts teaching, 2) connects theory and practice through application, and 3) engages students in reflective practices. We propose these three principles as a means for teacher educators to reframe their approaches to arts assessment in ITE.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1506016
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1506016
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: EJ1506016
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: 'They're Far More Prepared to Teach Children': Authentic Assessment of the Arts in Primary Initial Teacher Education Degrees in Six Australian Universities
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22William+Baker%22">William Baker</searchLink><br /><searchLink fieldCode="AR" term="%22Amy+Hamilton%22">Amy Hamilton</searchLink><br /><searchLink fieldCode="AR" term="%22Katie+Burke%22">Katie Burke</searchLink><br /><searchLink fieldCode="AR" term="%22Sian+Chapman%22">Sian Chapman</searchLink><br /><searchLink fieldCode="AR" term="%22Katie+Hotko%22">Katie Hotko</searchLink><br /><searchLink fieldCode="AR" term="%22David+Roy%22">David Roy</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Education+%26+the+Arts%22"><i>International Journal of Education & the Arts</i></searchLink>. 2026 27(6).
– Name: Avail
  Label: Availability
  Group: Avail
  Data: International Journal of Education & the Arts. 1310 South 6th Street, Champaign, IL 61820. Tel: 402-472-9958; Fax: 402-472-2837; Web site: http://www.ijea.org
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 22
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2026
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teacher+Education%22">Preservice Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Performance+Based+Assessment%22">Performance Based Assessment</searchLink><br /><searchLink fieldCode="DE" term="%22Art%22">Art</searchLink><br /><searchLink fieldCode="DE" term="%22Art+Education%22">Art Education</searchLink><br /><searchLink fieldCode="DE" term="%22Theory+Practice+Relationship%22">Theory Practice Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Reflection%22">Reflection</searchLink><br /><searchLink fieldCode="DE" term="%22Authentic+Learning%22">Authentic Learning</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Australia%22">Australia</searchLink>
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1529-8094
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The applied nature of learning in teacher education courses suggests the value of authentic assessment that links classroom learning to "real-world" school teaching. While the features of authentic assessment have been extensively explored, the features of authentic arts assessment are less well-articulated in the literature. We use a collaborative autoethnographic approach to examine our own assessment practices to surface the features of authentic arts assessment in our Australian teacher education courses, and the principles underpinning it. Using existing approaches to authentic learning as analytical frameworks, our research developed three principles for authentic arts assessment in teacher education. Authentic arts assessment: 1) replicates real-world arts making and actual arts teaching, 2) connects theory and practice through application, and 3) engages students in reflective practices. We propose these three principles as a means for teacher educators to reframe their approaches to arts assessment in ITE.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2026
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1506016
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1506016
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 22
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Preservice Teacher Education
        Type: general
      – SubjectFull: Performance Based Assessment
        Type: general
      – SubjectFull: Art
        Type: general
      – SubjectFull: Art Education
        Type: general
      – SubjectFull: Theory Practice Relationship
        Type: general
      – SubjectFull: Preservice Teachers
        Type: general
      – SubjectFull: Reflection
        Type: general
      – SubjectFull: Authentic Learning
        Type: general
      – SubjectFull: Australia
        Type: general
    Titles:
      – TitleFull: 'They're Far More Prepared to Teach Children': Authentic Assessment of the Arts in Primary Initial Teacher Education Degrees in Six Australian Universities
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: William Baker
      – PersonEntity:
          Name:
            NameFull: Amy Hamilton
      – PersonEntity:
          Name:
            NameFull: Katie Burke
      – PersonEntity:
          Name:
            NameFull: Sian Chapman
      – PersonEntity:
          Name:
            NameFull: Katie Hotko
      – PersonEntity:
          Name:
            NameFull: David Roy
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2026
          Identifiers:
            – Type: issn-electronic
              Value: 1529-8094
          Numbering:
            – Type: volume
              Value: 27
            – Type: issue
              Value: 6
          Titles:
            – TitleFull: International Journal of Education & the Arts
              Type: main
ResultId 1