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This systematic literature review addresses how participants perceive these education assessments and how such evaluations shape their training. A systematic literature review search selected 12 articles. Findings show limited inclusion of subject opinions, mainly through edTPA and LANTITE, which were favourably evaluated but also criticized for performativity, curriculum narrowing, inequality, and test-related mental health issues.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/assessment-of-initial-teacher-education-from-the-evaluated-perspective-a-literature-review/594283/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/assessment-of-initial-teacher-education-from-the-evaluated-perspective-a-literature-review/594283.png","ImageObject",300,407,{"name":92,"@type":93},"Kurz","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-22","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What gap does the study address in teacher education quality assurance?","Question",{"text":112,"@type":113},"The study targets a gap where teacher education assessments are widely studied, but the evaluated subjects’ perspectives are not adequately considered.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How many articles were selected, and which countries’ instruments were mainly involved?",{"text":117,"@type":113},"The systematic literature review selected 12 articles. Subject opinions were mainly incorporated through the edTPA (United States) and LANTITE (Australia).",{"name":119,"@type":110,"acceptedAnswer":120},"What criticisms are raised about performance-based teacher assessments?",{"text":121,"@type":113},"Critiques include performative effects, curriculum narrowing, resulting inequalities, and mental health issues linked to test-taking.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},594283,1792192768,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},2336478945635,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Assessment of Initial Teacher Education from the Evaluated’ Perspective: A  \nLiterature Review  \nCarla E. Förster  \nUniversidad de Talca, Chile  \nAndrea Ruffinelli  \nUniversidad de Chile, Chile  \nTatiana Cisternas  \nPrograma Interdisciplinario de Investigaciones en Educación, PIIE, Chile  \nFrancisca Donoso  \nUniversidad Metropolitana de Ciencias de la Educación, Chile  \nAbstract: Many quality assurance policies for teacher education are  \nlinked to the assessment of their training and although this is widely  \nstudied, the subjects’perspectives have not been taken into  \nconsideration. This study sought to answer: how do the subjects  \nperceive these education assessments and how do those assessments  \ninfluence their training? A Systematic Literature Review (SLR) search  \nwas conducted, rendering the selection of12 articles. The results  \nindicate that the studies incorporating the subjects' opinions were  \nlimited to two instruments: the edTPA from the United States and  \nLANTITE from Australia. Both the performance-based format  \n(edTPA) and the measurement of literacy level and numeracy  \nproficiency (LANTITE) were favourably evaluated. However, their  \nperformative effect, curriculum narrowing, and resulting inequalities,  \nas well as the mental health issues associated with test-taking, were criticised. The assessment’s vision is discussed from the subjectivity of the students being evaluated with high-stakes assessments.  \nIntroduction  \nWith the purpose of ensuring quality in Initial Teacher Education (ITE), countries have tended to establish accountability mechanisms. At the same time, policies implemented in many countries represent to varying degrees, a progressive increase in the requirements for teacher candidates, as well as training institutions and programs, to attain their accreditations (CochranSmith, 2021; Darling-Hammond et al., 2017 ; Kosnik et al., 2016) .  \nDepending on each country’s public demands, these policies emphasise different components. Some, such as Finland, Singapore, or Shanghai, adopt a more participatory, educational, and local approach, alongside attractive employment conditions and professional career prospects (Darling-Hammond et al., 2017; Ingvarson & Rowley, 2017) . Others, like England, the United States, and Australia, have chosen accountability policies through measuring teacher effectiveness, outcome-based accreditation (OBA), standardised tests, and high-stakes performance assessments (Greenblatt, 2018; Ingvarson & Rowley, 2017; Stacey et al., 2020;  \nZeichner & Hollar, 2016). In Latin America, policies have been diverse, focusing on accountability, the professionalization of training programs, and the social valuation of teachers, however, their level of effectiveness has been generally low (Cuevas & Inclán, 2021; Elacqua et al., 2018) .  \nThe design of educational plans varies in degree of autonomy; however, countries have established regulations for the key components that must be included in the programmes but under different modalities and emphases. This has required the implementation of mechanismsand strategies to ensure that these guidelines are met (Elacqua et al., 2018; Vaillant, 2018; Whiting et al., 2018). Three key dimensions of ITE regulations are recognised in literature (Ingvarson & Rowley, 2017): 1) access, 2) availability of teacher training programme, and 3) certification and entry-level positions. For the purposes of this review, the focus will be on certification, recovering and systematising the test subjects’ perception on said policies and practices.  \nSome authors argue that regulations based on standards and accountability are linked to improvements in teaching capacities and the status of the profession (Darling-Hammond et al., 2017), while others show negative effects where accountability leads the system to hold programs and institutions accountable with a focus on homogeneity and standardization (Cochran-Smith, 2021), as well as performativity and pr","cbCaiuj5aGBHbtHZ","https://ap.wps.com/l/cbCaiuj5aGBHbtHZ","pdf",324680,18,"English","# Abstract\n# Introduction\n## Purpose and research questions\n# Methodology: Search Strategy and Analysis\n## Design","[{\"question\":\"What gap does the study address in teacher education quality assurance?\",\"answer\":\"The study targets a gap where teacher education assessments are widely studied, but the evaluated subjects’ perspectives are not adequately considered.\"},{\"question\":\"How many articles were selected, and which countries’ instruments were mainly involved?\",\"answer\":\"The systematic literature review selected 12 articles. Subject opinions were mainly incorporated through the edTPA (United States) and LANTITE (Australia).\"},{\"question\":\"What criticisms are raised about performance-based teacher assessments?\",\"answer\":\"Critiques include performative effects, curriculum narrowing, resulting inequalities, and mental health issues linked to test-taking.\"}]","Assessment of Initial Teacher Education from the Evaluated’ Perspective - A Literature Review | PDF",1792078866,45]