However, some studies suggest that the assessment of beginning teachers should not be carried out by the same people who support their induction and early professional development, since (for example) in such circumstances beginning teachers are less likely to admit to areas of weakness and thus to identify their professional development needs (Hobson, 2009; Abell et al., Such a registration system often involves different registration levels and requires teachers to renew their registration after a specific number of years. In Australia (Box 5.3), New Zealand and Sweden, such registration is mandatory for all teachers. These processes can provide useful information for accountability, hiring and tenure decisions, promotion opportunities, or, in particular circumstances, responses to underperformance.