From practice to pedagogy: A model of praxis-focused creative arts assessment in initial teacher education

In response to the growing need for authentic, pedagogically sound assessment in Initial Teacher Education (ITE), this study presents a model of praxis-focused Creative Arts assessment designed to integrate arts-making, critical reflection, and pedagogical theorising. Drawing on a multi-site, collaborative autoethnographic study involving six Australian universities, the research uses document analysis and thematic analysis of student survey data to identify critical characteristics that underpin effective praxis-focused assessment: meaningful context, embodied arts engagement, and critical reflection, which collectively contribute to theory-practice integration. The study results in a theoretically grounded and empirically supported model of praxis-focused assessment that is affirmed as a pedagogical tool for preparing confident, competent arts educators. The model offers a framework for assessment in Creative Arts ITE, enhancing student engagement and classroom readiness while addressing contemporary challenges such as generative AI and online learning.