‘The high-hat’ – Assessing student-teachers competencies to make equity-informed educational decisions in their teaching practice.
Authors: Esther Keun (Esther.keun@han.nl) and Linda Nienhaus (linda.nienhaus@han.nl)
Affiliation: HAN university of applied sciences
One of the challenges experienced by teacher-educators is how to accurately assess the extent to which student-teachers are able to make equity-informed decisions in their teaching practice. For one of the courses in our teacher education programme (for primary education) we developed an assessment-task ‘the high hat’. This assessment task focuses on assessing the competences of student teachers to create a safe, inclusive, and stimulating learning climate in which all pupils can participate and learn equitably. The task integrates classroom management, group processes, communication, and reflective practice, and emphasizes how these pedagogical decisions contribute directly to educational equity. Educational equity is not treated as an abstract concept, but as a practical and relational responsibility embedded in every aspect of teaching.
Aims of the assessment
In this assessment student teachers demonstrate that they can:
- – establish conditions for learning through effective classroom management;
- – positively influence and guide group and communication processes in ways that support inclusion;
- – apply knowledge of group dynamics, cultural diversity, equitable learning opportunities, and effective instruction;
- – recognize how group norms and cohesion affect pupils’ participation and learning, and intentionally steer these processes;
- – use verbal and non‑verbal communication in ways that avoid bias and support pupil wellbeing;
- – reflect critically on their own pedagogical choices and justify them using relevant theory.
This assessment is explicitly designed to help student teachers:
- – identify and address patterns of unequal participation or belonging in the classroom;
- – make deliberate classroom management decisions that enhance safety and access for all pupils;
- – practice high‑expectation communication and recognize how expectations influence pupil outcomes;
- – analyze their own biases and assumptions through tools such as an equity self‑scan;
- – choose activities and grouping forms that foster connection, reduce exclusion, and strengthen group cohesion;
- – respond constructively to behavioral challenges in ways that preserve dignity and learning opportunities.
Assessment Format
The assessment takes place as a guided group conversation on campus, focusing on all dimensions of the course. Although the conversation is collaborative, each student is assessed individually on their contributions, theoretical grounding, and ability to connect literature to internship practice. Assessment is pass/fail.
During the assessment, students take turns drawing a question card from a “high hat.” Each student responds to the prompt they draw, using examples from their internship practice and insights from theory. Peers may add follow‑up questions or contributions. The conversation is guided but interactive, and each student is assessed individually on the quality of their reasoning and participation.
Example question-cards include:
- “Which classroom routine or rule in your internship class most effectively contributes to a positive and equitable learning climate, and why does it work?”
- “Based on your equity self‑scan, what insight did you gain about your own expectations, and how did you act on this insight to promote fair learning opportunities in your classroom?”
Students prepare for the conversation by studying key texts, engaging in workshop activities, and completing assignments on their school placement. They may bring notes to the assessment.
A prerequisite for participation is the completion of two practice‑based tasks:
- A group‑building activity carried out during internship, planned using a structured lesson plan and supported by mentor feedback.
- An ‘equity self‑scan’ conducted in the internship classroom.
See for the scan and more information (in Dutch)
* https://www.uitgeverijpica.nl/downloads/wat-is-eerlijk
For questions or information about the course/syllabus, you may contact the authors.