Performance-Based Competency Requirements for Student Teachers and How to Assess Them

Abstract

Abstract-This paper reports a validation study of the performance-based competency requirements model for initial teacher education. An assessment rubric of student teachers' performance-based competency requirements was developed in collaboration between Dutch and Estonian researchers and teacher educators. For the validation of the rubric a Delphi study was carried out. Teacher education experts (five in the Netherlands and 11 in Estonia) were asked to assess and comment on the model. This resulted, per context, in a high degree of consensus and support for the assessment rubric, involving five professional roles, 12 (Estonia) / 11 (The Netherlands) professional activities and five (Estonia) / four (The Netherlands) performance levels for each activity. Furthermore, the experts provide suggestions for assessment forms and required evidence (e.g., lesson plan, lesson observation and test including correction sheets) for the assessment of the professional activities The contribution of this study is an identified and formulated set of roles, professional activities and performance levels that can serve as an assessment rubric for performance-based teacher education. The next step is to implement the rubric and associated assessment forms in an electronic portfolio-system aimed at assessing and guiding student teachers' professional development.Index Terms-Delphi study, workplace-based learning, initial teacher education, entrusted professional activities, rubric assessment.

A primer on entrustable professional activities

“…EPAs in undergraduate medical education have become a reality in the United States [ 52 ] and in Canada [ 59 ]. Outside medicine, nursing, physician assistant training, veterinary medicine, and midwifery have been actively developing EPAs, and even such remote programs as teacher training have shown interest [ 60 ].…”

Supervisors’ experiences with e-portfolio in pre-service teacher education

“…All the supervisors observed the lessons given by the student teacher and provided a score on the student teachers' professional activities (see Leijen et al, 2017) in the e-portfolio. Moreover, the supervisors were all asked to provide written feedback on these activities.…”

“…This resulted in an assessment rubric involving five professional roles, 12 or 11 professional activities (12 Estonian context / 11 Dutch context), and five or four performance levels (five for Estonian context/ four for Dutch context) for each activity (see Leijen et al, 2017). Following, the assessment framework was implemented in an e-portfolio environment and tested by a small group of student teachers and supervisors.…”

Guia Atualizado sobre Atividades Profissionais Confiáveis (APCs)

“…61 In Alternative Medicine, Nursing, Medical Assistant training, Veterinary Medicine, Dentistry and Obstetrics, the EPAs have been actively developed and have attracted interest even in teacher training programs. 62 A specific topic, such as assessment based on the entrustment decision-making is likely to become a research area of interest and, in North America, the concept of Milestones 63 will be related to EPAs.…”