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Date and Time: Wednesday, 14 September 2016, 5:30pm to 7:00pm
Venue: VicHealth Seminar Room, Ground Floor, 15‐31 Pelham Street, Carlton South
Presenter: Georgia Dawson, Lecturer and Research Fellow, Centre for Program Evaluation
Register by: Monday, 12 September 2016

This is a free event

In 2013, MGSE developed a new assessment process for the selection of candidates into teacher education courses. As part of this process, MGSE introduced an online survey tool which assesses a range of cognitive and non-cognitive domains associated with successful completion of initial teacher education programs. The tool, initially called TeacherSelector, has been re-badged as the Teacher Capability Assessment Tool (TCAT) and brings a strong evidence-base to the selection and development of pre-service teachers. The TCAT instrument is based on current research of quality teaching and is designed to improve the selection of students into teacher education programs. To date, no other cohesive or comprehensive model, grounded in research, has been developed for pre-service teacher selection, although there are such models in other comparable occupations.

The seminar will provide an overview of the research underpinning the tool, its operation, validity and reliability. The session will also present current research into its effectiveness and how it is being used to inform course selection and course development at a number of universities within Australia and overseas. The presentation will also include a discussion of the development of a complementary tool, TEXCAT, which is designed to support the evaluation of the impact of teacher education courses and the readiness of graduates to teach.

Georgia Dawson, Lecturer and Research Fellow, Centre for Program Evaluation

Georgia is also a psychologist with experience in the primary and tertiary education sectors including psychological assessment of learning problems, psycho-educational interventions and counselling. Georgia has extensive skills in quantitative data analysis including item response theory, structural equation modelling and path analysis.

Her research interests include, prediction of performance through cognitive and non-cognitive variables, strategies that improve the classroom functioning of students, the influence of social/emotional factors on learning and the cognitive correlates of reading and reading development. She is currently completing her PhD in Educational Psychology, investigating the utility of mindfulness in improving learning outcomes.


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