Development and evaluation of a summative assessment program for senior teacher competence

Bakx, Anouke; Baartman, Liesbeth; Schilt-Mol, Tamara van

doi:10.1016/j.stueduc.2013.11.004

Cited by 12 publications

(6 citation statements)

References 57 publications

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“…It measures the students' achievements of course objectives and reports the same to the students and the other stakeholders of the course. Summative assessment is stated as 'assessment of learning' (Bakx, Baartman, & Van Schilt-Mol, 2014). 'Assessment of learning' occurs at the end of a semester.…”

Section: Review Of Assessment Typesmentioning

confidence: 99%

Learning through Assessment and Feedback Practices: A Critical Review of Engineering Education Settings

Subheesh

Sethy

2020

EURASIA J MATH SCI T

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'Assessment' and 'feedback' are inherently embedded in a course curriculum of engineering education settings. These components are indispensable for the teachinglearning processes. It is observed that engineering faculty members do not require any 'teacher-training' to join the engineering institutions across the globe. Hence, they may not have adequate experience in assessing students' performances and providing feedback to students. Only a few research studies have been carried out on assessment and feedback from the engineering education context. Therefore, this paper attempts to critically analyse the literature pertaining to learning through different types and methods of assessment practices in the engineering education settings. Further, it examines the significance of qualitative feedback in assessment and the principles of good feedback practice. It highlights the implications of assessing student performance and providing feedback from the engineering education perspective. Finally, the paper offers some recommendations on assessment and feedback practices in the engineering education settings.

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Section: Review Of Assessment Typesmentioning

confidence: 99%

Learning through Assessment and Feedback Practices: A Critical Review of Engineering Education Settings

Subheesh

Sethy

2020

EURASIA J MATH SCI T

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“…At the second stage, articles from the most authoritative journals devoted to the problems of assessing the professionalism of teachers were analyzed. In particular, it appears that: 1) the external quality assessment itself has some limited effect on the growth of pedagogical professionalism, but the key factor in professional development is reflection and communication, that is, the possibility of obtaining "feedback" (Bakx, Baartman &van Schilt-Mol, 2013);…”

Section: Methodsmentioning

confidence: 99%

Model Of Independent Evaluation Of Teachers’ Qualification In Educational Cluster

Kirik¹

2018

The European Proceedings of Social and Behavioural Sciences

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“…To evaluate and draw conclusions about observed competence, teacher competence frameworks frequently include performance-level descriptors and indicators for various progression levels (Blömeke, Gustafsson, & Shavelson, 2015;Shavelson, 2010). Tools used in teacher assessment include self-assessment tools, such as questionnaires (Bakx, Baartman, & Van Schilt-Mol, 2014;Kunter et al, 2013;Malva, Leijen, & Baucal, 2020;Tondeur, Van Braak, Ertmer, & Ottenbreit-Leftwich, 2017), scenarios where teachers have to answer open-ended questions (Klug, Bruder, Kelava, Spiel, & Schmitz, 2013), video-based assessments (König, 2015;Roelofs & Sanders, 2007), lesson observation, which is the most widely used tool (Zohar & Schwartzer, 2005), and a clear set of standards against which to benchmark teacher performance (for a review, see Hallinger, Heck, and Murphy (2014)).…”

Section: Teacher Competence Assessmentmentioning

confidence: 99%

The design and operationalization of the teacher competence management framework: The method and practical tools to identify and close teacher competence gaps for the teaching of 21st century skills

Namsone,

Zandbergs,

Saleniece

et al. 2024

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The aim of the Framework for Teacher Competence Management is to provide school leadership with an empirically tested protocol on how to determine teachers’ professional development needs for teaching 21st century skills. Both quantitative and qualitative research methods were applied to collect and analyze data through three cycles of design-based implementation research over a period of three years, from 2017 to 2019, and by collaborating with staff from 15 schools. The Framework for Teacher Competence Management was developed through adapting a competence management model from the business environment to the school setting. The framework includes three steps: Competence identification, assessment and development; school developmental goals and education reform priorities; and the action and information flows between teachers and school leadership team members. The Framework for Teacher Competence Management has been operationalized through the design and validation of a method to identify teachers’ professional development needs and competence assessment tools, such as performance level descriptors, knowledge tests, and self-assessment questionnaires. The research outlines significant differences in teacher performance within a single school, emphasizing the necessity of gathering school-based evidence for planning more personalized professional development solutions to address professional development needs for different teacher groups.

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Development and evaluation of a summative assessment program for senior teacher competence

Cited by 12 publications

References 57 publications

Learning through Assessment and Feedback Practices: A Critical Review of Engineering Education Settings

Learning through Assessment and Feedback Practices: A Critical Review of Engineering Education Settings

Model Of Independent Evaluation Of Teachers’ Qualification In Educational Cluster

The design and operationalization of the teacher competence management framework: The method and practical tools to identify and close teacher competence gaps for the teaching of 21st century skills

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