Stratified Approach to Teachers' Competence Assessment

Teachers` competences evaluation: Case study

“…This is also reflected in the EU school policy, which promotes the perception of a teacher as a specialist in education and training, possessing the appropriate competences, for which it is necessary to create conditions for further professional development and career advancement. Great attention is also paid to assessing the professionalism of teachers and their professional competences 1 (Magová, 2016 [7]). The assessment of a teacher's professional competences as one of the crucial indicators of the quality of the educational process influences not only the quality of a teacher's way of thinking, their professional growth but the performance and education of the students in particular.…”

“…However, the current situation in the Slovak education system (Králik, Ambrozy, 2019 [6]) shows the absence of a systematic approach to the relevant assessment of the level of teachers' professional competences. Nevertheless, assessment of teachers' professional performance belongs to one of the legal obligations of schools 1 in Slovakia, or better to say, their head teachers (Hašková, Pisoňová, 2019 [4]).…”

“…The main objective of the project was to develop a comprehensive model for teacher evaluation and related to it evaluation tools. The set of the developed evaluation tools is based on a stratified approach (Gadušová, Hašková, Jakubovská, 2018 [1]) and in 2019 it was presented in Kazan at the V International Forum on Teacher Education IFTE 2019 organized by the Kazan Federal University in co-operation with the Ministry of Science and Higher Education of the Russian Federation and the Russian Academy of Education (Gadušová, Hašková, Predanocyová, 2019 [2]).…”

How to Evaluate Technology Subject Teachers

“…Contrary to the traditional approach to the evaluation of the professional work of teachers in Slovakia, the newly developed methodology of the evaluation of teachers is based on the stratified approach (Gadušová, Hašková, & Jakubovská, 2018), which brings two specifics into the evaluation process. Firstly, a teacher is not evaluated in his/her complexity (one does not evaluate his/her professional performance in all) but in concentrating on some particular competence from the ten ones which were identified as the key (in meaning to be decisive for a successful performance of the teacher profession).…”

“…each of the ten key competences is assessed individually, in another lesson). So the evaluated competence can be observed more closely how it is applied and whether it is applied properly in teaching process, and various nuances of its manifestation can be monitored (Gadušová et al, 2019;Gadušová et al, 2018). The stratified approach to teacher evaluation, which is used in case of the teacher assessment methodology created within the noted project can be taken as similar or analogical to philosophy of teacher performance assessment which Darling-Hammond (2010) presents as structured teacher performance.…”