Currently, the Melbourne Graduate School of Education, the University of Melbourne, is utilising the Visible classroom, in order to enhance the assessment and practicum experience for pre-service educators. Initial teacher educators at the University of Melbourne are committed to supporting teachers to understand assessment for learning, and see the value of encourage students to use their education and academic achievement as an opportunity to understand their own progression. Technological applications that can capture this progression and feed the information back to teachers in a meaningful way can be a catalyst for beginning teachers to engage in evaluating their practice. The results of this preliminary study of the application of Visible classroom for practicum assessment will be described. the study will demonstrated the impact on the professional dialogue between the teacher candidate and the mentor teacher. The challenges and strengths of such an approach will be described.

Hattie, J. (2009). Visible Learning: A Synthesis of over 800 Meta-Analyses Relating to Achievement. Routledge: London and New York.