Assessment plays an integral role in teaching and learning in higher education andteachers have a strong interest in debates and commentaries on assessment as and forlearning. In a 1-year graduate entry teacher preparation program, the temptation is toemphasize assessment in an attempt to ensure students 'cover' everything as part of arobust preparation for the profession. The risk is that, for students, assessment drivescurriculum, and time spent in the completion of assignments is no guarantee of eithereffective learning or authentic preparation for teaching. Interviews as assessmentprovide an opportunity for a learning experience as well as an authentic task, sincestudents will shortly be interviewing for employment in a 'real world' situation. Thispaper reports on a project experimenting with interview panels as authentic assessmentwith preservice early childhood teachers. At the end of their first semester ofstudy, students enrolled in the Graduate Diploma of Education program at the QueenslandUniversity of Technology in Australia were required to participate in a panelinterview where they were graded by a panel made up of three faculty staff and oneundergraduate student enrolled in the 4-year Bachelor of Education program.Students and panel members completed a questionnaire on their experience after theinterview. Results indicated that both students and staff valued the experience and feltit was authentic. Results are discussed in terms of how the assessment interview andportfolio presentation supports graduating students in their preparation for employmentinterviews, and how this authentic assessment task has benefits for both studentsand teaching staff.
McArdle, F., Walker, S., & Whitefield, K. (2010). Assessment by interview and portfolio in a Graduate School program. Journal of Early Childhood Teacher Education, 31(1), 86-96. https://doi.org/10.1080/10901020903320403