Inclusion of assessment of teaching competence in Mindfulness-Based Program (MBP)teacher training enables international benchmarking of standards, which in turnunderpins the integrity of this emerging field and the potential to delivereffective, transformative interventions. However, there is a risk that theinclusion of competence assessment could lead to reductionism and undermining ofthe pedagogical features that make mindfulness-based teaching distinct. It canalso make the costs of training prohibitive. The science underpinning theintegrity of competence assessment is not yet robust enough to justify widescale implementation, but when feasible, including the option for assessmentenables trainees to engage in rigorous and effective training processes. Whenassessment is included, it is critically important that the process is held withawareness and sensitivity, and is implemented by experienced assessors withthoughtful governance. Navigating these issues involves balancing rigour withaccessibility and pragmatism. This paper lays out some guidelines for goodpractice for MBP teaching assessment, and raises unresolved dilemmas andquestions.
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