This book provides a significant contribution to conversations about teacher quality and graduate readiness for teaching. It presents empirical insights into how a multidisciplinary team of researchers, teacher educators and policy personnel mobilized for collective change in a standards-driven reform initiative.

Part 1. Conceptualization, Design and Implementation 1. Standards, large-scale evidence, professional judgment, and the affordances of digital technologies in teacher education 2. The move to assessing competence in professions 3. Three essential features in a new conceptualization of complex performance assessments: Authenticity, system and site validity, and intelligent accountability 4. How do we know that teacher graduates are ready for professional practice? Designing an assessment for evidence of readiness 5. Teaching Performance Assessments and Considerations of Fairness (Joy Cumming and Diana Pullin) Part 2. Data Analytics, Systems Thinking and Digital Architecture 6. Validation, reliability and standard setting in the GTPA: A focus on methodologies and judgment 7. The design features of cross-institutional moderation for demonstrating comparability: Building a nationally sustainable model 8. Why teacher education needs a feedback loop: Connecting standards and evidence to inform program planning and renewal 9. Changing culture in Initial Teacher Education: How shall we know quality and impact? 10. Teaching performance assessments and considerations of potential legal challenges (Diana Pullin and Joy Cumming) 11. Our journey of discovery: Looking back, looking sideways, and looking forwards