1. Challenges and Success Factors in designing online self-assessment tools for teachers
MENTEP, Brussels
Janet Looney
European Institute of Education and Social Policy
14 April 2015

2. Online Self-Assessment for MENTEP
What is being assessed?
For what purposes?
How?

3. Focus on the development of teachers’ digital competences
The proficiency in using ICT in teaching, applying pedagogic and didactic judgment, and being aware of its implications for learning.
Laurillard, D. (2012),Teaching as a design science

4. Competences are also about the development of teacher professionalism and autonomy
Competence: The ability to apply learning outcomes adequately in a defined context (education, work, personal or professional development)
Comment: competence is not limited to cognitive elements (involving the use of theory, concepts or tacit knowledge); it also encompasses functional aspects (involving technical skills) as well as interpersonal attributes (e.g. social or organisational skills) and ethical values
Source: CEDEFOP (2014) Terminology of Education and Training Policy

5. Self-assessment of competences: for what purposes?
Self-Assessment is integral to self-regulated learning
The focus is on progress toward goals, improvement
Criterion-referenced
Self-referenced
Teachers themselves have the opportunity to experience effective learning and assessment in a digital environment
Teacher self assessment supports reflective practice, and likely improves ability to respond to other kinds of feedback (peer/supervisor)
But results should not be included in formal teacher appraisal processes

6. Existing frameworks and standards setting out teacher digital competences
UNESCO ICT competency framework for teachers
International Society for Technology in Education (ISTE) Standards for Teachers

8. International Society for Technology in Education (ISTE) Standards for teachers
Facilitate and inspire student learning and creativity
Design and develop digital age learning experiences and assessments
Model digital age work and learning
Promote and model digital citizenship and responsibility
Engage in professional growth and leadership

9. Principles of effective assessment
Validity
The assessment measures what it is intended to measure (i.e. it is aligned with learning goals and criteria). Exemplars of effective practice may be helpful for improving the accuracy of learner self assessment.
Reliability
For self-assessment, this refers to the internal consistency and stability of results across tasks, items, and over time.
Usability
Feedback is timely, specific and task-oriented
Learners have a clear idea of next steps needed to reach goals
Multiple measures over time provide better evidence regarding progress and development

10. Dylan Wiliam – What’s wrong with the feedback metaphor

11. Dylan Wiliam

12. Online assessment tools & methods
Automated feedback
Peer feedback and discussion through social platforms
Rubrics
Tracking tools focused on improvement
Online portfolios
Simulations (used, for example in medical education)
Each approach supports different types of learning.

13. Example of an online rubric for self assessment

14. Example of an online tracking tool for improvement

15. A tool to assess learners’ creative dispositions
Spencer, Lucas and Claxton (2012)

16. MENTEP Literature Review on Online Self Assessment
Core teaching competences for ICT to be developed (review key features of the Unesco framework, ISTE Standards, etc.)
Focus on the state of the art – what do we know about what works, for whom and under what circumstances? What are the gaps in the literature?
Identification of the main issues, choices for MENTEP’s online self-assessment tools

17. Questions for discussion
Is this the right structure and focus for the literature review?
Are some approaches to online self assessment (e.g. peer assessment, tracking tools) of particular interest for MENTEP?
What kind of information is most needed to support decision making and next steps for MENTEP?

18. Thank you